8  i  .Si.;  L.  b.L.t. 


V^S'Z 


%li 


Digitized  by  tlie  Internet  Arcliive 

in  2007  witli  funding  from 

IVIicrosoft  Corporation 


littp://www.arcli  ive.org/details/etliicsforcliildreOOcaboiala 


STATE     )  :   ,-^  _- .-t  .. ,    ^>    -^'JL.LSLCiL 
SANTA   DARBARA.  CAUiPORNIA 


ETHICS ^^^^^ 

FOR  CHILDREN 

%  <2Buttie  for  ^tatfytt^  attJtx  ^armt^ 


BY 

ELLA  LY^iAN  CABOT 

Member  Massachusetts  Board  of  Educatiou 


BOSTON      NEW  YORK     CHICAGO      SAN  FRANCISCO 

HOUGHTON  MIFFLIN  COMPANY 
®i)e  iHitmiitide  pttff  Cambridge 


COPTRIGRT,  I910,  BY  BLLA  LYMAN  CABOT 
AU.  RIGHTS  RBSERVXO 


CAMBRIDGE  .  MASSACHUSETTS 
PRINTED  IN  THE  U.S.A 


To  Sylvia  and  Faith, 
my  helpers 


PREFACE 

This  book  was  written  at  the  suggestion  of  the 
Educational  Association  of  South  Dakota.  The  Asso- 
ciation was  one  of  the  first  in  the  country  to  recognize 
the  need  of  religious  motive  and  ethical  instruction  in 
our  public  schools.  In  December,  1905  (at  Brookings), 
the  Educational  Association,  through  its  Committee 
on  Resolutions,  jjassed  the  following  vote: 

"Whereas  a  sound  morality  is  the  very  foundation 
of  a  truly  progressive  society  and  of  a  healthy  public 
opinion,  we  recommend  that  systematic  ethical  instruc- 
tion be  a  part  of  the  course  of  study  in  our  public 
schools.  We  believe  that  this  instruction  should  be 
entirely  divorced  from  partisan  or  sectarian  bias  and 
founded  on  the  broad  basis  of  Christian  ethics." 

A  Committee  of  fifteen  members  was  appointed  to 
prepare  a  course  of  study  to  guide  teachers  in  giving 
systematic  ethical  instruction.  This  Committee  made 
investigations  of  similar  work  in  other  states,  but  found 
nothing  adequate  to  its  needs.  It  therefore  compiled 
a  short  outline  of  ethical  instruction  for  the  public 
schools  of  South  Dakota.  Since  that  time  it  has  been 
felt  that  a  fuller  textbook  is  essential.  Even  those 
teachers  who  have  easy  access  to  libraries  find  that  it 
requires  time,  energy,  and  skill  to  discover  the  best 
ethical  material  on  a  special  topic,  for  a  special  age, 
and  a  special  experience,  hidden  as  such  material  is  in 
the  alluring  and  baffling  books  of  a  library.  A  library 
is  a  gold-mine  of  ethical  wisdom,  but  the  gold  is  often 


vi  PREFACE 

buried  deep  and  mixed  with  alloy.  Therefore  it  seemed 
to  the  Educational  Association  wise  to  enlarge  and 
create  a  definite  course  of  instruction  in  ethics. 

In  February,  1909,  the  author  was  asked  to  compile 
a  book  for  ethical  instruction  in  the  grades,  and  at  the 
meeting  of  the  County  Superintendents  of  South 
Dakota  in  November,  1909,  at  Lead,  the  manuscript 
of  Ethics  for  Children  was  accepted  as  a  basis  for  the 
State  Course  of  study. 

This  book  offers  definite  ethical  narrative  and  defi- 
nite suggestion  for  teaching  during  every  month  of  the 
school-term  from  the  first  day  in  school  to  the  end  of 
the  Eighth  Grade,  in  accordance  with  the  provisions 
of  law  and  the  State  Course.  The  initiation  of  the  plan 
and  the  achievement  of  such  help  as  this  Guide  may 
offer  is  due  to  the  foresight  and  devotion  of  the  South 
Dakota  Educational  Association  and  the  Committee 
charged  with  this  responsibility. 

Among  the  publishers  to  whose  courtesy  the  author 
is  indebted  for  the  use  of  their  copyrighted  material 
are  The  Bobbs-Merrill  Company,  for  extracts  from 
Child  Classics,  edited  by  Georgia  Alexander;  Messrs. 
Doubleday,  Page  &  Co.,  for  material  from  Up  From 
Slavery y  by  Booker  T.  Washington;  The  Unitarian 
Sunday-School  Society,  for  selections  from  The  Beacon 
Series;  Messrs.  Little,  Brown  &  Co.,  for  an  extract  from 
Bed-Time  Stories,  by  Louise  Chandler  Moulton,  and 
one  from  The  Golden  Windows,  by  Laura  E.  Rich- 
ards; Messrs.  Ginn  &  Co.,  for  material  from  Town  and 
City,  in  the  Gulick  Hygiene  Series;  The  Century  Co., 
for  material  from  Fighting  a  Fire,  by  Charles  T.  Hill; 
and  to  the  Roycroft  Press  for  an  extract  from  A  Mes- 
sage to  Garcia,  by  Elbert  Hubbard.   Thanks  are  due 


PREFACE  vii 

also  to  the  Youth's  Companion  for  permission  to  reprint 
Henry  H.  Bennett's  poem,  "The  Flag  Goes  By";  to 
the  Pilgrim  Press  for  permission  to  reprint  the  poem, 
"America  the  Beautiful,"  by  Katharine  Lee  Bate?, 
and  to  Mr.  Theodore  C.  Williams  for  the  use  of  his 
poem,  "Fellow-Laborers." 

The  attention  of  teachers  is  called  to  Section  136  of 
the  South  Dakota  School  Law,  which  provides  that 
teachers  must  classify  the  work  of  their  schools  in 
accordance  with  the  State  Course  of  study.  The  State 
Course  of  study,  under  the  law,  is  the  creature  of  the 
County  Superintendents  and  the  State  Superintendent 
of  Public  Instruction.  Attention  is  also  directed  to 
Section  143  of  the  School  Law,  which  reads:  "Moral 
instruction  intended  to  impress  upon  the  mind  of  pupils 
the  importance  of  truthfulness,  temperance,  purity, 
public  spirit,  patriotism  and  respect  for  honest  labor, 
obedience  to  parents  and  due  deference  for  old  age,  shall 
be  given  by  every  teacher  in  the  public  service  of  the 
state." 


CONTENTS 

Introduction:  Methods  of  Teaching  Ethics     .    .  xiii 

FIRST  YEAR 

Ethical  Centre:  Helpfulness 

Introduction 1 

September:  Going  to  School 2 

October:      Generosity 4 

November:  Gratitude 9 

December:  The  Joy  of  Giving 11 

January:      Cleanliness 14 

February:   Usefulness 19 

March:        Keeping  Your  Promise 21 

April:           Kindness 25 

May:            Courtesy 28 

SECOND  YEAR 
Ethical  Centre:  Home  Life 

Introduction 31 

September:  Kindness  to  Little  Children  ....  31 

October:      Kindness  to  Animam 34 

November:  Generosity 39 

December:  Peace  and  Good  Will 42 

January  :      Our  Family .  48 

Fbbruary:   The  Golden  Rule 52 


X  CONTENTS 

March:  Good  Deeds 64 

April:  The  Coming  of  Spring 56 

May:  Kindness  to  the  Sick  and  Old   ...  69 


THIRD  YEAR 
Ethical  Centre:  Work 

Introduction 61 

September:  Power 62 

October:     The  Best  Way  to  Get  Ahead     ...  67 

November:  Working  Together 71 

December:  Self-Control 74 

January:      Courage 77 

February:    Perseverance 78 

March:        Ambition       81 

April:           Obedience 81 

May:            Faithfulness 84 


FOURTH  YEAR 

Ethical  Centre:  Golden  Deeds 

Introduction 91 

September:  The  Call  to  Right-Doing 92 

October:      Faithfulness 94 

November:  Courage 98 

December:  Bearing  One  Another's  Burdens     .    .    99 

January:      Heroism 103 

February:    Forgiveness 105 

March:         Compassion 110 

April:  Patriotism 112 

Mat:  Perseverance 114 


CONTENTS  xi 

FIFTH  YEAR 

Ethical  Centre:  Loyalty 

Introduction 118 

September:  Loyalty  to  Our  Promises 119 

October:      Loyalty  to  Our  Country 121 

November:  Loyalty  to  Work 122 

December:  Loyalty  to  Our  Faith 125 

January:      Loyalty  to  Duty 127 

February:    Loyalty  to  Comrades 130 

March:        Loyalty  to  Honor 135 

April:  Loyalty  to  Truth 139 

May:  Loyalty  unto  Death 145 

SIXTH  YEAR 

Ethical  Centre:  Friendship 

Introduction 148 

September:  Faithfulness 148 

October:     Truth 150 

November:  Generosity 154 

December:  Loving-Kindness 156 

January:      Imagination  and  Sympathy 162 

February:   Devotion 165 

March:        Courage  and  Self-Control 170 

April:  Forgiveness 173 

May:  The  Duty  of  Service 177 

SEVENTH  YEAR 

Ethical  Centre:  Patriotism 

Introduction 182 

September:  Oub  Need  of  One  Another     ....  184 


xii  CONTENTS 

October:     Perseverance 188 

November:  Memory 195 

December:  Freedom  and  Obedience 197 

January:      Self-Reliance 200 

February:    Justice  and  Fair-Mindedness  ....  205 

March:        Taking  Responsibility 209 

April:  Loyalty 214 

May:  How  We  can  Help  Our  Town     .    .    .  216 

EIGHTH  YEAR 

Ethical  Centre:  Choosing  a  Calling 

Introduction 221 

September:  The  Value  of  Interests 221 

October:     The  Choice  of  Interests 224 

November  :  Thoroughness 226 

December:  Sympathy 229 

January:      The  Use  of  Time 234 

February:   The  Value  of  Perseverance    ....  239 

March:        Taking  Responsibiuty 241 

April:  Discipline 246 

May:  Success 249 

Index 255 


TO  THE  TEACHER 

We,  teachers,  stand  as  long  ago  in  Judea  the  disciples 
of  Jesus  stood,  with  a  little  child  in  our  midst.  The 
presence  of  that  child  turns  us  in  eager  humility  toward 
our  work.  How  shall  we  give  to  the  children  of  our 
nation  the  best  that  is  in  us?  How,  even  more,  can  we 
help  to  develop  in  them  the  best  that  is  in  themselves? 
I  We  are  in  honor  bound  to  see  ahead  for  children,  to 
forestall  some  of  the  diflSculties  of  their  route,  and  to 
give  them  the  best  chances  for  helpful  happiness.  We 
know,  in  our  own  experience  that  in  so  far  as  we  have 
acquired  the  momentum  of  loyalty,  of  courage,  of  per- 
severance, of  sympathy,  of  truthfulness,  our  feet  move 
more  swiftly.  We  are  less  entangled  in  vacillation, 
laziness,  sophistry,  and  fear.  We  want  to  give  good 
gifts  unto  our  children,  and  therefore  we  want  to  help 
them  to  gain  virtue,  which  is  power,  and  wisdom, 
which  maketh  all  things  new.  They  must  learn  to  see 
the  invisible  ideal,  and,  following  it,  to  endure  hardship 
gladly. 

The  purpose  of  this  book  is  to  suggest  the  best  avail- 
able ethical  instances  for  every  year  from  six  to  four- 
teen. The  structure  I  have  built  is  only  the  scaffolding 
for  the  greater  mansion  that  I  hope  each  one  of  you  will 
erect.  By  and  by  you  will  throw  the  scaffolding  aside. 
Meanwhile,  all  first-hand  experience  is  significant,  and, 
since  we  are  dealing  with  a  study  essentially  new,  it 
may  be  of  value  if  I  give  a  few  suggestions  for  the  right 
attitude  and  methods  in  character-training. 


»v  TO   THE  TEACHER 

Most  important  in  ethical  teaching  is  the  attitude 
of  the  teacher  toward  her  subject  and  her  class.  The 
attitude  of  people  who  talk  about  the  need  of  ethical 
teaching  often  seems  to  me  exactly  wrong,  because  it 
is  discouraged  and  solemn.  I  believe  that  the  attitude 
of  the  teacher  should  be  at  once  light-hearted  and  confi- 
dent. No  one  can  teach  ethics  who  is  not  anchored  to 
faith,  and  every  one  who  has  strong  faith  has  cause  to 
be  full  of  zeal  and  of  rejoicing.  Therefore  her  classes 
can  abound  in  animation  and  in  confidence.  A  good 
laugh  is  often  far  more  effective  in  moral  training  than 
a  bad  scolding. 

Too  many  teachers  seem  to  think  that  moral  lessons 
are  given  to  reform  children  because  they  are  bad.  The 
opposite  is  the  truth.  If  such  lessons  are  helpful,  it  is 
because  the  children  are  full  of  unreleased  goodness. 
Emerson  tells  us  to  respect  the  child,  respect  him  so 
much  that  we  will  not  endure  his  misinterpretation  of 
himself  in  wrong-doing,  but  appeal  to  himself  against 
his  trifling.  The  teacher  must  find  out  and  reverence 
the  characteristic,  but  often  buried,  goodness  of  each 
child  in  her  class.  If  ethical  teaching  is  successful,  it  is 
because  every  child  seems  a  child  of  promise.  You  can- 
not help  any  one  much  until  you  love  and  admire 
something  real  and  unique  in  him,  and  love  it  so  much 
that  you  cannot  let  him  be  a  caricature  of  himself. 

FEED   THE  CHILD's  STRONGEST  INTEREST 

To  see  the  unique  in  each  child  and  to  love  it  means 
intimate  knowledge  both  of  that  child  and  of  others. 
No  one  can  draw  out  the  best  in  each  child  until  he 
knows  the  characteristics  of  a  given  age  and  of  the 
individual  boy  or  girl.  Therefore  a  study  of  the  normal 


TO   THE   TEACHER  xv 

interests  of  each  age  must  underlie  any  eflFective  ethical 
teaching.  A  boy  of  twelve  is  a  very  different  character 
from  a  boy  of  seven.  He  will  reject  with  scorn  a  fairy-v 
story  that  lights  up  the  wondering  eyes  of  the  yoiuiger 
child.  He  has  begun  to  want  solid  fact.  He  seeks 
heroes  who  have  actually  lived.  We  need  therefore  to 
know  at  just  what  age  a  particular  truth  can  be  assim- 
ilated. We  must  not  give  infants  moral  nuts  to  crack, 
or  feed  young  athletes  with  predigested  food. 

On  the  whole,  there  is  less  harm  done  by  giving  chil- 
dren what  is  above  their  heads  than  is  done  by  talking 
down  to  them.  They  will  be  bored  by  the  profound; 
they  may  permanently  resent  the  sentimental.  A  boy 
of  my  acquaintance,  who  was  sent  to  kindergarten  at 
too  advanced  an  age,  has  never  got  over  his  scorn  of  a 
well-meaning,  sentimental  teacher.  She  once  told  him 
that  because  he  had  been  a  bad  boy  the  sun  would  no 
longer  shine  for  her,  and  she  thereupon  proceeded  to 
draw  down  the  dark  curtain.  To  his  mind,  it  was  a 
transparent  combination  of  foolishness  and  cheating. 
All  his  life  since,  he  has  repudiated  the  deed  and  the 
doer.  The  ruse,  while  not  admirable,  might  have  passed 
unscathed  with  a  little  child.  This  lad  was  too  old  and 
his  teacher  knew  it  not. 

Studies  of  children's  characteristics  and  interests  at 
given  ages  are  as  yet  scattered  and  incomplete.  Dr. 
G.  Stanley  Hall  has  put  together  an  interesting  group 
of  papers  on  Aspects  of  Child  Life  and  Education.  Pro- 
fessor John  Tyler's  Growth  and  Education  gives  whole- 
some counsel  concerning  the  stages  of  physical  growth 
in  their  relation  to  education,  Mrs.  Annie  Winsor 
Allen's  Home,  School  and  Vacation  is  alive  with  intelli- 
gent comment.  Three  essays  dealing  mainly  with  boys 


xvi  TO   THE   TEACHER 

are  notable:  Judge  John  E.  Gunckel's  "Boyville** 
(Toledo  Newsboys'  Association)  is  a  graphic  account 
from  first-hand  experience  of  the  characteristics  of  news- 
boys in  his  city;  Mr.  William  George's  "The  Junior 
Republic"  is  an  invaluable  tribute  to  boys  rightly 
dealt  with;  Mr.  Joseph  Lee  in  "Education  in  Play- 
grounds" (Educational  Review,  New  York,  December, 
1901)  describes  with  vivid  illustration  three  phases  of 
boyhood.  These  articles  are  all  worth  consulting.  They 
should  lead  to  a  first-hand  study  by  every  teacher  of 
the  tastes  and  characteristics  of  her  class. 

THE    MORAL    CURRENT 

We  cannot  give  ethical  teaching  unless  we  know  to 
whom  we  are  speaking.  The  class  and  its  point  of  view 
must  be  vivid  before  us.  If  we  want  to  strengthen  their 
good  will,  and  thus  drive  out  the  evil,  we  must  know 
why  children  are  tempted  to  wrong-doing,  and  how  they 
can  be  supplied  with  temptations  to  right-doing.  Why 
are  children  troublesome,  or,  as  we  crudely  and  falsely 
term  it, "  bad  "  ?  Usually,  from  one  of  two  reasons.  They 
lack  vitality,  or  they  overflow  with  uncontrolled  vital- 
ity. Fretfulness,  laziness,  cowardice,  lying,  and  even 
aggressive  faults  like  perversity  and  obstinacy,  are 
often  due  to  lack  of  vitality  —  a  pathetic,  misjudged 
protest  against  being  forced  into  the  wrong  work.  Bad 
temper,  cruelty,  roughness,  stealing,  and  all  the  myriad 
acts  we  classify  as  "mischievous,"  may  result  from  the 
great  gift  of  superabundant  vitality  —  an  energy  which, 
like  electricity,  is  capable  of  service,  but  disastrous 
when  uncontrolled. 

The  course  of  a  misguided  child  is  not  unlike  the 
'^urse  of  a  misguided  bicycle.   The  bicycle  falls  if  it 


TO   THE  TEACHER  xvii 

does  not  go  ahead  and  if  it  is  n«t  steered.  So  a  child 
will  do  wrong  either  because  he  has  not  motive  power 
enough  to  go  ahead  on  the  road  which  leads  to  his  goal, 
or  because  he  has  plenty  of  vitality,  but  no  steering 
gear.  The  aim  of  ethical  teaching  is  to  give  and  to 
control  the  motive-power;  to  make  the  best  there  is 
for  a  child  so  inviting  that  he  will  work  eagerly  and 
persistently  to  win  it. 

Let  me  give  an  example.  The  principal  of  a  Massa- 
chusetts Normal  School  instituted  in  the  eighth  grade 
u  course  in  practical  carpentry.  Its  result  was  notable. 
** Formerly,"  said  the  principal,  "if  a  boy  saw  a  some- 
what worn  table,  he  would  carve  his  name  on  it  with  a 
jackknife;  now  he  comes  to  me  and  offers  to  plane  and 
varnish  the  table  so  that  it  shall  be  as  good  as  new." 
Here  we  see  the  self-same  energy  turned  from  waste 
to  construction,  from  evil  to  good.  A  boy's  desire  to 
use  tools  and  to  impress  his  immortal  initials  on  wood 
thus  achieves  an  end  beyond  his  own  hopes.  It  is  more 
fun  —  as  well  as  preferable  —  to  leave  one's  mark  upon 
a  table  by  planing  it  than  by  nicking  it.  Later,  the  good 
artisan  may  rightly  carve  his  initials  on  the  corner  of 
his  finished  product.  Even  Whistler  enjoyed  making 
his  butterfly  on  the  edge  of  his  paintings. 

Our  teaching  in  ethical  classes,  like  all  our  teaching 
and  example  outside  such  classes,  must  help  to  show 
each  child  that  the  right  act  is  what  he  truly  wants, 
just  as  he  truly  prefers  to  plane  and  varnish  the  table 
and  see  his  work  embodied  in  a  useful  and  attrac- 
tive act,  rather  than  to  see  his  deed  result  in  marring 
the  table.  How  can  ethical  teaching  advance  this 
aim? 


xviii  TO  THE   TEACHER 

THE  MATERIAL  FOR   ETHICAL  STORT-TELLINQ 

There  are  two  factors  of  paramount  and  almost  equal 
importance:  one  is  the  choice  of  the  right  material,  and 
the  other,  the  right  method  of  presentation  to  the  class. 
I  have  given  in  this  book  material  suitable  for  every 
grade  in  the  elementary  schools,  and  I  have  tried  as 
far  as  possible  to  associate  it  with  the  literature  or 
history  that  the  child  of  any  grade  would  naturally  be 
studying. 

Among  the  best  in  ethical  meaning  are  the  classic 
stories,  including  a  chosen  group  of  Bible  stories.  These 
are  the  great  inheritance  of  our  race;  a  treasure  which 
we  have  of  late  too  much  allowed  to  rust.  Bible  stories 
are  never  sectarian;  it  is  our  fault  if  we  so  interpret 
them.  They  are  pervaded  by  a  perennial  humanity,  a 
direct  simplicity  that  makes  them  appeal  to  the  young 
of  every  century.  Do  not  alter  the  language.  Children 
grasp  its  beauty  even  if  they  miss  the  meaning  of  a 
word.  Omit  or  rearrange  verses  where  necessary,  but 
trust  the  child;  he  will  like  King  James's  version.  We 
cannot  now  write  as  the  men  wrote  who  fervently 
translated  our  Bible.  The  faith  unquenched  of  Daniel 
praying  with  his  windows  open  toward  Jerusalem;  the 
devotion  of  the  widow  casting  her  two  mites,  even  all 
that  she  had,  into  the  treasury,  —  these  are  better 
ethical  teachers  than  any  sermon,  for  they  are  character 
in  action. 

Next  among  the  tlassic  ethical  stories  come  those 
that  age  after  age  has  loved  and  treasured.  These 
include  some  of  the  legends  of  India  brought  together 
in  the  Jataka  Tales,  the  Greek  legend  of  Prometheus 
the  fire-bringer,   the   tender   spiritual   record   of  St. 


TO   THE   TEACHER  xix 

Francis  of  Assisi,  the  legend  of  St.  Christopher,  the 
story  of  Sir  Galahad. 

Equal  in  value,  though  different  in  their  appeal,  are 
graphic  incidents  from  great  biographies,  —  the  storj" 
of  Socrates  loyal  unto  death,  of  Joan  of  Arc,  illustrated 
by  Boutet  de  Monvel's  pictures,  the  courage  of  Henry 
Fawcett  the  blind  statesman,  of  General  Gordon,  flam- 
ing hero  of  the  Soudan,  and  in  our  own  day  of  Pasteur, 
of  Waring,  of  Florence  Nightingale.  These  and  many 
other  lives  picture  loyalty,  beautiful  and  moving  as  a 
rushing  river  which  seeks  the  sea. 

After  biography,  I  come  to  heroic  incidents  of  loy- 
alty. We  need  for  our  help  vivid  scenes  of  right  action 
under  difficulty.  I  have  given  the  story  of  self-control 
and  self-reliance  in  the  wreck  of  the  steamship  Republic 
and  the  patriotism  of  Senator  Foelker  as  modern  ex- 
amples. Every  teacher  will  find  others,  as  her  teaching 
of  ethics  makes  her  eye  prehensile  to  catch  glimpses  of 
the  loyal  deeds  blossoming  all  around  us,  but  hidden 
to  our  unobservant  eyes  as  the  arbutus  hides  fragrant 
under  wintry  leaves. 

Variety  is  to  my  mind  of  great  importance  in  ethical 
classes.  Moral  life  is  full  of  variety,  of  vitality,  and  of 
humor.  We  need  not  fear  to  bring  these  qualities  to  the 
class.  Humor  is  a  leaven.  W^ithout  it,  ethical  teaching 
becomes  flat.  I  hope  the  teacher  will  gather  together 
fearlessly  stories  as  varied  as  that  of  the  "Winter  at 
Valley  Forge"  and  that  of  "Epaminondas  and  his 
Auntie."  Moral  experience  is  as  wide  and  as  thrilling 
as  life  itself.  We  nmst  redeem  it  from  its  prosy  reputa- 
tion. The  ethical  class  ought  to  be,  and  in  my  experi- 
ence often  is,  the  most  popular  class  in  school. 

Among  the  books  which  I  should  like  every  teacher 


XX  TO   THE  TEACHER 

of  ethics  to  own  are:  Poems  Every  Child  Should  Know, 
by  Mary  E.  Burt;  How  to  Tell  Stories  to  Children,  by 
Sara  Cone  Bryant;  World  Stories,  by  Joel  H.  Metcalf; 
The  Pig  Brother,  by  Laura  E.  Richards;  An  American 
Book  of  Golden  Deeds,  by  James  Baldwin;  The  School 
Speaker  and  Reader,  by  William  DeWitt  Hyde;  and 
Control  of  Body  and  Mind,  by  Frances  Gulick  Jewett. 

METHODS  OF  TEACHINO 

And  now  a  few  suggestions  as  to  methods  of  teaching. 
It  is  most  important  to  know  before  each  lesson  just 
what  you  want  to  bring  out  in  the  topic  of  the  day. 
The  teacher  must  see  her  subject  vividly,  and  feel  its 
beauty  and  appeal.  Her  full  faith  must  go  with  the 
lesson.  This  is  impossible  without  preparation.  Suc- 
cess means  saturation  with  your  subject,  —  not  with 
its  moral,  but  with  itself.  Children  will  gain  most  from 
stories  of  right  and  wrong  told  in  so  graphic  a  way  that 
they  leave  a  picture.  The  mstinct  of  a  child  is  to  love 
a  story  and  to  repel  a  moral.  He  is  right.  In  the  best 
stories,  the  true  act  is  seen  clothed  upon  as  it  is  in  real 
life,  not  protruded  immodestly  and  self-consciously  as 
in  a  moral.  In  the  story  of  the  Dutch  boy  at  the  dike, 
faithfulness  is  seen  in  action  and  compels  our  homage. 
When  we  hear  of  the  boy  at  the  dike,  we  are  ready, 
every  one  of  us,  to  keep  an  aching  finger  in  the  hole  till 
help  comes.  For  a  moment,  at  least,  we  see  loyalty  face 
to  face  and  swear  allegiance  to  it. 

The  next  point  of  importance  in  ethical  teaching  is  to 
make  this  vision  of  the  right  act  lasting.  I  have  tried 
to  do  this  by  giving  a  number  of  very  different  stories 
and  poems  all  illustrating  the  same  virtue.  If,  for 
example,  you  wish  to  bring  out  the  quality  of  persever- 


TO   THE   TEACHER  xxi 

ance,  it  can  be  pictured  by  Laura  E.  Richards'  story. 
"The  Hill";  by  the  story  of  Booker  Washington  and 
the  brick-kiln;  by  the  "Message  to  Garcia";  by  the 
legend  of  Robert  Bruce  and  the  spider.  If  you  want 
sympathy  to  shine  in  your  class,  the  story  of  "Mar- 
garet of  New  Orleans";  of  St.  Francis  making  nests  for 
the  doves;  Alice  Gary's  poem,  "A  Lesson  of  Mercy"; 
and  Tolstoi's  "Where  Love  Is  God  Is,"  speak,  in  their 
varied  voices,  of  the  same  ideal. 

Another  way  in  which  we  can  deepen  an  ethical  im- 
pression is  to  connect  several  stories  which  deal  with 
the  same  incidents.  For  example,  the  story  of  Florence 
Nightingale  can  be  reinforced  by  Longfellow's  poem, 
"Santa  Filomena,"  and  by  Tennyson's  "Charge  of  the 
Light  Brigade." 

Many  of  the  simpler  fables,  like  the  "Sun  and  the 
Wind,"  or  the  "Blind  Man  and  the  Lame  Man,"  can 
be  actedy  and  thus  the  impression  made  more  perma- 
nent. Short  poems  can  be  learned  by  heart,  and  strik- 
ing epigrammatic  sentences  like:  "Truth  is  mighty  and 
will  prevail,"  may  well  be  written  on  the  blackboard. 

Shall  any  comment  follow  the  story?  Not  always. 
Stories  like  Tolstoi's  "What  Men  Live  By"  are  too 
perfect  and  complete  for  any  comment.  Often,  how- 
ever, questions  and  comment  of  the  right  kind  will  draw 
out  the  meaning  rather  than  blur  it.  In  the  early 
grades,  questions  must  be  simply  enticements  to  fuller 
understanding  and  expression.  Ask  the  children  what 
they  like  best  in  a  story  and  why.  Let  them  repeat  the 
simpler  stories;  let  them  ask  again  for  their  favorites. 
With  children  under  ten,  no  disputed  questions  of  right 
and  wrong  should  he  discussed.  I  once  heard  a  teacher 
ask  a  small  girl  whether  it  was  nobler  in  case  of  a  fire 


xxii  TO  THE   TEACHER 

to  rescue  your  father  or  your  child.  The  question  is 
abominable;  the  reasons  given  for  either  act  are  too 
cold  to  be  true.  Love  leaps  to  rescue  in  an  emergency. 
It  hears  the  call.  It  cannot  question. 

In  the  later  grades  of  the  Grammar  School,  we  can 
begin  to  add  real  discussions  of  a  practical  nature.  In 
grade  seven,  for  example,  in  connection  with  reading 
Edward  Everett  Hale's  Man  Withovi  a  Country^  I  have 
suggested  a  number  of  questions  in  patriotism.  "Was 
Nolan  too  severely  punished  for  having  cursed  his 
country?  W?iy  or  why  not?"  This  should  bring  out  a 
discussion  of  the  wrong  of  disloyalty  to  our  country, 
and  should  give  a  chance  to  quicken  our  allegiance  to 
the  flag.  This  allegiance  can  be  reinforced  by  learning 
"The  Flag  Goes  By." 

THE  VIRTUES  THAT  CHILDREN  HONOR 

I  have  spoken  already  of  the  value  of  knowing  chil- 
dren's interests  and  characteristics  at  a  given  age,  in 
order  to  teach  ethics.  Our  method  of  teaching  rests  on 
this  knowledge.  Just  as  the  larger  muscles  must  be 
exercised  before  the  smaller,  so  must  the  larger  and  less 
analytic  forms  of  a  virtue.  No  child  wants  to  be  good; 
he  is  too  active  and  too  unconscious.  But  every  child 
wants  to  be  good-for-something.  Through  stories,  ques- 
tions, and  timely  supplements  to  his  own  experience, 
we  can  help  him  to  succeed. 

I  believe  that  truth  is  too  diflScult  a  conception  for 
a  little  child.  Trustworthiness  is  its  earlier  form.  He 
will  respond  to  an  appeal  to  keep  his  promises  when  he 
has  not  fully  grasped  the  idea  of  loyalty  as  expressed 
in,  what  is  to  him,  the  new  and  complicated  art  of 
language.   I  know  a  wise  mother  who,  when  her  chil- 


TO    THE   TEACHER  xxiii 

dren  tell  falsehoods,  says  to  them:  "Oh!  I  see,  you  are 
not  old  enough  to  speak  the  truth." 

Even  very  young  children  feel  the  call  of  courage  in 
its  aspect  of  self-control.  "I  bumped  my  forehead  when 
I  fell  down,  but  I  did  n't  cry."  Here  is  a  chance  for 
genuine  appeal.  The  forms  of  courage  which  involve 
meeting  danger  real  to  the  child's  mind,  will  grow  with 
his  growth  and  should  not  be  forced  lest  we  drive  him 
to  even  greater  timidity.  We  must  appeal  to  the  child's 
own  highest  standard,  and  we  must  reach  him  in  terms 
he  understands.  Very  early  he  will  recognize  the  duty 
of  fair  play,  while  the  term  justice  still  seems  remote 
and  cold. 

There  are  several  easy  and  useless  ways  of  teaching 
ethics.  The  first  is  to  mention  solemnly  a  complete  list  of 
virtues:  "Now,  children,  remember  always  to  be  cour- 
ageous, clean,  careful,  courteous,  conscientious."  The 
second  is  little  better;  it  consists  in  saying:  "Washington 
was  a  great  man;  he  always  told  the  truth  and  controlled 
his  temper.  Lincoln  was  another  remarkable  man;  he 
was  honest  and  persevering.  Go  thou  and  do  likewise." 

Would  such  teaching  have  any  other  eflPect  than  to 
bore  you,  as  the  bare  fact  of  Aristides  being  called 
perpetually  "The  Just"  led  to  his  exile?  We  must  be 
careful  that  Washington  and  Lincoln  are  not  secretly 
exiled  by  the  children. 

Nine-tenths  of  the  moral  textbooks  I  come  across  are 
written  on  the  principle  that  to  mention  a  virtue  im- 
pressively is  to  make  it  grow.  But  gardeners  plant  their 
young  trees,  dig  about  the  roots,  and  water  them  day 
after  day.  Therefore  I  say:  Never  give  brief  summaries 
of  any  life,  however  great.  Rather  tell  one  graphic 
incident  in  full  detail.   Never  tell  any  story  that  you 


xxiv  TO   THE   TEACHER 

cannot  tell  with  fresh  zest  in  the  telling.  Keep  rejoic- 
ingly familiar  with  the  best  in  story,  biography,  and 
poetry,  and  be  keenly  alive  to  the  excellent  achieve- 
ments of  to-day.  Keep  a  notebook  and  write  down 
fully  real  incidents  of  heroism  and  loyalty. 

LENGTH  AND  FREQUENCY  OF  ETHICAL  LESSONS 

The  best  teachers  are  still  experimenting  in  regard 
to  the  appropriate  length  and  frequency  of  ethical  les- 
sons. With  little  children,  I  should  advise  ten  to  fifteen 
minutes  twice  a  week  at  least,  and  if  possible  every  day. 
The  lessons  should  come  early  in  the  morning.  With 
older  classes,  the  time  at  each  session  should  be  length- 
ened till  it  reaches  thirty  or  forty  minutes.  The  length 
and  frequency  of  ethical  lessons  are  determined  by  two 
clear  aims.  Lessons  must  never  be  so  long  that  they 
weary  or  bore  the  class.  They  must  be  frequent  enough 
to  make  a  continuous  and  cumulative  impression. 
Teachers  often  speak  of  the  value  of  "waiting  till  an 
occasion  arises  for  an  ethical  lesson."  I  do  not  agree. 
Your  regular  ethical  lesson  may  well  forestall  the  occa- 
sion of  wrong-doing.  It  will  also  enable  you  to  use 
promptly  the  occasion  of  some  striking  act  of  right  or 
wrong-doing  in  the  community. 

THE  GOAL  OF  ETHICAL  LESSONS 

Finally  we  come  to  the  question  of  our  goal  and  our 
vision.   What  can  we  hope  from  ethical  lessons? 

Let  us  agree  at  once  that  they  are  not  substitutes 
for  right-doing,  but  only  one  among  the  reinforcements 
of  right-doing.  Character  grows  mainly  in  two  ways: 
through  work  well  done,  and  through  the  contagious 
example  of  people  whom  we  love  and  admire.   These 


TO    THE    TEACHER  xxv 

two  influences,  work  and  friendship,  will  always  be  the 
greatest  spurs  to  right-doing.  Yet  I  believ'^e  that  ethical 
teaching  can  supplement  them  and  can  help  to  bring 
out  their  meaning.  A  lover  of  birds  haunts  their  favor- 
ite woods  and  meadows;  but  does  he  not  also  find  it 
wise  now  and  again  to  enter  a  natural -history  museum 
where,  ranged  in  rows,  a  little  stiffly,  are  all  his  wood- 
land friends?  There  he  can  study  thoroughly  and 
quietly  their  characteristics;  there  he  can  compare  one 
with  another,  noticing  the  variations  in  color  and  dis- 
tinguishing members  of  the  same  species.  When  he 
goes  back  to  the  fields,  it  will  be  with  keener  eyes. 
Ethical  lessons  may  well  bring  this  help.  They  will  help 
us  to  see  quietly,  before  temptation  arises,  what  is  the 
right  act.  Many  acts  of  dishonesty,  discourtesy,  cru- 
elty, and  self-deceit  are  due  primarily  to  lack  of  clear 
thought  and  quickened  imagination.  I  believe  that 
ethical  teaching  at  its  best  is  a  quickening  spirit,  a  call 
to  the  soul,  a  life  creating  life.  Among  the  greatest  citi- 
zens of  my  state,  I  number  one  who  from  boyhood  has 
saturated  himself  with  all  that  he  can  learn  of  Abraham 
Lincoln.  That  life  is  no  biography  to  him,  nor  is  it  a 
good  example.  It  is  a  voice  calling.  He  has  answered 
it.  Every  year  he  is  finding  new  ways  of  responding  to 
it.  I  cannot  conceive  his  life  without  that  of  Lincoln 
his  master,  whom  he  never  saw.  If  by  any  lessons  about 
the  leaders  of  men,  we  can  give  a  single  child  such  a 
sense  of  the  presence  of  Lincoln  as  my  friend  bears  about 
with  him,  years  of  toil  will  not  be  too  much. 

We  teachers  are  sowing  seed.  It  is  seed  so  precious 
that  even  if  much  is  blown  in  the  wind,  or  falls  on  what 
seem  to  our  dim  eyes  but  rocky  places,  yet  if  but  one 
seed  germinates,  we  can  glorify  God. 


ETHICS   FOR  CHILDREN 
FIRST  YEAR 

ETHICAL  CENTRE:  HELPFULNESS 

INTRODUCTION 

The  first  month  of  the  first  year  in  school  is  more 
important  in  launching  character  toward  its  goal  than 
any  one  other  month,  except  possibly  the  last  month 
before  leaving  the  Grammar  School.  The  children  have 
arrived;  they  are  proud  of  being  in  a  real  school;  they 
are  expectant.  School  is  to  many  of  them  a  wonderful 
setting  in  which  they  are  ready  to  play  their  full  part. 
They  feel  the  leadership  of  the  teacher,  the  comrade- 
ship of  their  playmates,  and  they  are  ready  to  work 
with  eager  cooperation  as  members  of  a  great  whole. 
The  teacher  has  then  her  opportunity.  She  can  make 
the  children  appreciate  so  vividly  that  school  is  a  place 
of  dignity,  of  new  power,  of  happiness,  and  of  comrade- 
ship that  they  will  have  the  strongest  incentive  to  work, 
to  keep  order,  and  to  be  helpful. 

It  has  been  said  that  the  hand  that  rocks  the  cradle 
rules  the  world,  but  the  mother  or  the  teacher  who  il- 
lumines the  nature  of  right  and  wrong  is  an  even 
greater  ruler.  Rocking  the  cradle  puts  the  child  to 
sleep;  rousing  character  awakes  the  child  to  the  mean- 
ing of  life.  The  teacher  must  know  her  opportunity  and 


2  ETHICS  FOR  CHILDREN 

seize  it.  The  opportunity  of  the  first  year  at  school 
is  that  the  children  are  themselves  conscious  that  they 
have  joined  an  important  institution  and  touched  a 
new  era  in  their  lives.  Therefore,  the  ethical  lessons 
for  the  first  year,  and  especially  those  planned  for  the 
first  month,  centre  round  coming  to  school. 

The  topic  of  the  first  year's  work  is  Helpfulness. 
Young  children  delight  in  helping.  I  once  asked  a  child 
of  five  years  what  she  and  her  sister  were  good  for,  and 
she  at  once  replied,  "Why,  we  are  good  helpers  for 
you."  Independence  of  attitude  has  not  usually  de- 
veloped at  this  age;  children  are  conscious  of  them- 
selves as  assistants  in  the  work  of  grown-ups,  or  of 
marvelous  older  brothers  and  sisters.  I  believe,  there- 
fore, that  the  first  years  of  the  primary  grade  are  those 
in  which  to  strengthen  and  express  a  normal  child's 
love  of  helpfulness. 


SEPTEMBER:  GOING  TO  SCHOOL 

On  the  opening  day  of  school,  or  soon  after,  take 
your  class  to  see  the  entire  schoolhouse. 

Show  the  children  how  large  the  building  is  on  the 
outside.  Let  them  recognize  its  importance  among  the 
other  buildings  in  the  town.  Tell  them  about  the  dif- 
ferent schools,  and  how  they  can  go  on  from  grade  to 
grade  until  they  may  even  reach  college.  Point  out  to 
them  the  character  of  the  room  in  which  they  are  taught; 
its  windows  and  blackboards,  its  desks,  its  decorations. 
Tell  them  that  all  this  is  given  to  make  them  helpful 
citizens  by  and  by. 

Questions :  How  many  children  in  America  are  going 


FIRST  YEAR:  HELPFULNESS  3 

to  school  to-day,  do  you  think?   Shut  your  eyes  and 
see  whether  you  can  see  them. 

Why  do  we  go  to  school?  What  are  we  going  to  do 
at  school?  Can  you  read?  Would  you  like  to  learn  to 
read?  Are  there  pictures  in  your  books?  Can  you  tell 
what  the  stories  are  about?  If  you  could  read,  would 
you  know  better  what  the  stories  are  about?  Can  you 
write?  Would  you  like  to  know  how  to  write  a  letter? 
Is  there  any  one  you  would  like  to  write  to?  How  can 
you  learn?  Can  you  make  Christmas  presents?  Who 
will  teach  you?  How  high  can  you  count?  If  you 
had  one  hundred  marbles,  could  you  count  every  one 
and  see  whether  you  had  lost  any?  Will  you  try  to 
learn  before  next  year?  Why  is  it  good  to  come  to 
school? 

The  School  Equipment.  For  your  next  lesson  take 
the  class  round  the  school  on  a  visiting  tour.  Show 
them  the  coat-room,  the  hooks  and  racks,  the  places 
for  rubbers,  the  desks  and  the  places  to  keep  books, 
the  best  places  to  keep  their  lunch-boxes. 

Show  them  the  second-grade  room  and  tell  them  that 
if  they  are  industrious  they  can  go  there  the  next  year. 
Ask  them  to  keep  their  eyes  wide  open  and  tell  you 
the  next  day  what  they  saw. 

Questions:  What  did  we  do  yesterday?  Where  are 
the  coats  kept?  Hats?  Rubbers?  Did  you  see  any 
ooats  that  had  fallen  down?  If  your  coat  fell  down, 
would  you  leave  it  on  the  floor?  W^hy  not?  Who  'd  be 
the  quickest  to  pick  his  coat  up  again?  When  it's 
snowy,  what  do  we  do  before  we  come  in  the  door? 
Every  one  open  his  desk.  W'hat  is  in  it?  Which  looks 
the  neatest?   Who  can  scrub  the  blackboard  cleanest? 


4  ETHICS  FOR  CHILDREN 

The  Trip  to  School.  Bring  out  the  value  of  punctual- 
ity, speed,  carefulness  in  crossing  streets;  helpfulness  to 
one  another.  Who  came  fastest?  Where  did  you  look 
as  you  crossed  the  street?  W^hy? 

Tell  the  story  of  "The  Tortoise  and  the  Hare."  Was 
the  hare  polite  to  the  tortoise?  What  did  the  tortoise 
reply?  Why  did  the  tortoise  get  ahead  in  the  race?  Is 
it  better  to  be  like  the  hare  or  the  tortoise? 

Learn:  "Slow  and  steady  wins  the  race." 

The  first  lessons  in  punctuality  can  easily  be  asso- 
ciated with  learning  numbers,  reading  Roman  numerals, 
and  learning  to  read  the  clock. 

Tell  the  story  of  Cinderella,  with  an  accent  on  the 
striking  of  midnight  and  her  promise  to  be  at  home  on 
the  stroke.^ 

Read  extracts  from  Rollo  at  School,  by  Jacob  Abbott 
(Crowell  and  Co.,  New  York). 

Learn:  "The  Whole  Duty  of  Children,"  from  R.  L. 
Stevenson's  Child's  Garden  of  Verses. 

OCTOBER:  GENEROSITY 

Tell  the  story  of  "The  Elves  and  the  Shoemaker," 
by  Grimm,  in  Stories  to  Tell  to  Children,  by  Sara  Cone 
Bryant. 

Questions :  Would  you  have  liked  to  help  the  shoe- 
maker? Whom  can  you  help?  In  what  ways  can  you 
help?  Why  did  the  shoemaker  and  his  wife  want  to 
see  the  elves?  Why  did  the  elves  enjoy  the  work?  What 
did  the  shoemaker  say  to  his  wife?  What  did  they  do 
to  make  the  elves  happy? 

'  An  excellent  setting  of  these  stories  for  ethical  classes  is  found  in   The  Fird 
Book  oj  Storiet/or  the  Story-Teller,  by  Fanny  £.  Coe  (Houghton  Mifflin  Co.). 


FIRST  YEAR:  HELPFULNESS  5 

Tell  the  following  story: 

THE  CLOUD* 

One  hot  summer  morning  a  little  Cloud  rose  out  of 
the  sea  and  floated  lightly  and  happily  across  the  blue 
sky.  Far  below  lay  the  earth,  brown,  dry,  and  desolate 
from  drouth.  The  little  Cloud  could  see  the  poor  people 
of  the  earth  working  and  suffering  in  the  hot  fields, 
while  she  herself  floated  on  the  morning  breeze,  hither 
and  thither,  without  a  care. 

"Oh,  if  I  could  only  help  the  poor  people  down 
there!"  she  thought.  "If  I  could  but  make  their  work 
easier,  or  give  the  hungry  ones  food,  or  the  thirsty  a 
drink!" 

And  as  the  day  passed,  and  the  Cloud  became  larger, 
this  wish  to  do  something  for  the  people  of  earth  was 
ever  greater  in  her  heart. 

On  earth  it  grew  hotter  and  hotter;  the  sun  burned 
down  so  fiercely  that  the  people  were  fainting  in  its 
rays;  it  seemed  as  if  they  must  die  of  heat,  and  yet  they 
were  obliged  to  go  on  with  their  work,  for  they  were 
very  poor.  Sometimes  they  stood  and  looked  up  at  the 
Cloud,  as  if  they  were  praying,  and  saying,  "Ah,  if  you 
could  help  us!" 

"I  will  help  you;  I  will!"  said  the  Cloud.  And  she 
began  to  sink  softly  down  toward  the  earth. 

But  suddenly,  as  she  floated  down,  she  remembered 
something  which  had  been  told  her  when  she  was  a  tiny 
Cloud-child,  in  the  lap  of  Mother  Ocean:  it  had  been 
whispered  that  if  the  Clouds  go  too  near  the  earth  they 
die.  When  she  remembered  this  she  held  herself  from 
sinking,  and  swayed  here  and  there  on  the  breeze, 
thinking,  —  thinking.    But  at  last  she  stood  quite  still, 

*  Adapted  from  Marehen-,  Lieder  -und  OtMchiehtehbueh  by  Robert  Reinich,  in  8U^ 
fiM  io  Tell  to  Children,  by  Sara  Cone  Bryant  (Houghton  Mifflin  Co.). 


6  ETHICS  FOR  CHILDREN 

and  spoke  boldly  and  proudly.  She  said,  "Men  of 
earth,  I  will  help  you,  come  what  may!" 

The  thought  made  her  suddenly  marvelously  big  and 
strong  and  powerful.  Never  had  she  dreamed  that  she 
could  be  so  big.  Like  a  mighty  angel  of  blessing  she 
stood  above  the  earth,  and  lifted  her  head  and  spread 
her  wings  far  over  the  fields  and  woods.  She  was  so 
great,  so  majestic,  that  men  and  animals  were  awe- 
struck at  the  sight;  the  trees  and  the  grasses  bowed 
before  her;  yet  all  the  earth-creatures  felt  that  she 
meant  them  well. 

"Yes,  I  will  help  you,"  cried  the  Cloud  once  more. 
"Take  me  to  yourselves;  I  will  give  my  life  for  you!" 

As  she  said  the  words  a  wonderful  light  glowed  from 
her  heart,  the  sound  of  thunder  rolled  through  the  sky, 
and  a  love  greater  than  words  can  tell  filled  the  Cloud; 
down,  down,  close  to  the  earth  she  swept,  and  gave  up 
her  life  in  a  blessed,  healing  shower  of  rain. 

That  rain  was  the  Cloud's  great  deed;  it  was  her 
death,  too;  but  it  was  also  her  glory.  Over  the  whole 
country-side,  as  far  as  the  rain  fell,  a  lovely  rainbow 
sprang  its  arch,  and  all  the  brightest  rays  of  heaven 
made  its  colors;  it  was  the  last  greeting  of  a  love  so  great 
that  it  sacrificed  itself. 

Soon  that,  too,  was  gone,  but  long,  long  afterward 
the  men  and  animals  who  were  saved  by  the  Cloud  kept 
her  blessing  in  their  hearts. 

Questions :  What  part  of  this  story  do  you  like  espe- 
cially? What  are  some  of  the  chances  to  be  generous 
in  school?  W^hat  can  you  do  at  home  that  is  generous? 
What  kind  things  do  your  father  and  mother  do  for 


you 


Let  every  one  in  the  class  think  of  some  generous 
act  that  he  has  heard  of,  and  tell  about  it  at  the  next 
lesson. 


FIRST  YEAR:  HELPFULNESS  7 

Discuss  the  opportunities  for  generosity  and  fairness 
in  games  at  recess :  (a)  Taking  turns  in  being  the  leader, 
(b)  Giving  up  to  each  other,  (c)  Playing  your  best, 
(d)  Not  crying  when  you  are  hurt,  (e)  Making  up 
quarrels. 

Read  the  following  poem: 

THE  PIG  AND  THE  HEN* 

BY   ALICE   CARY 

The  pig  and  the  hen. 
They  both  got  in  one  pen, 
And  the  hen  said  she  would  n't  go  out. 
"Mistress  Hen,"  says  the  pig, 
"Don't  you  be  quite  so  big!" 
And  he  gave  her  a  push  with  his  snout. 

"You  are  rough  and  you're  fat, 
But  who  cares  for  all  that; 
I  will  stay  if  I  choose,"  says  the  hen. 
"No,  mistress,  no  longer!" 
Says  pig,  "I'm  the  stronger. 
And  mean  to  be  boss  of  my  pen!" 

Then  the  hen  cackled  out 

Just  as  close  to  his  snout 
As  she  dare:  "You're  an  ill-natured  brute; 

And  if  I  had  the  corn, 

Just  as  sure  as  I'm  born, 
I  would  send  you  to  starve  or  to  root!" 

"But  you  don't  own  the  cribs; 
So  I  think  that  my  ribs 
Will  be  never  the  leaner  for  you: 

*  The  Poetical  Work*  of  Alice  and  Phcebe  Gary  (Houghton  Mifflin  Co.) 


8;  ETHICS  FOR  CHILDREN 

This  trough  is  my  trough, 
And  the  sooner  you  're  off," 
Says  the  pig,  "why  the  better  you'll  do!* 

"You're  not  a  bit  fair, 
And  you're  cross  as  a  bear: 

What  harm  do  I  do  in  your  pen? 
But  a  pig  is  a  pig, 
And  I  don't  care  a  iBg 

For  the  worst  you  can  say,"  says  the  hen. 

Says  the  pig,  "You  will  care 
If  I  act  like  a  bear 
And  tear  your  two  wings  from  your  neck.** 

(A  long  pause  here,  and  change  of  voice.) 

"What  a  nice  little  pen 
You  have  got!"  says  the  hen. 
Beginning  to  scratch  and  to  peck. 

Now  the  pig  stood  amazed. 
And  the  bristles,  upraised 
A  moment  past,  fell  down  so  sleek. 
"Neighbor  Biddy,"  says  he, 
"If  you'll  just  allow  me, 
I  will  show  you  a  nice  place  to  pick!" 

So  she  followed  him  off. 
And  they  ate  from  one  trough  — 
They  had  quarreled  for  nothing,  they  saw; 
And  when  they  had  fed, 
"Neighbor  Hen,"  the  pig  said, 
"Won't  you  stay  here  and  roost  in  my  straw?' 

"No,  I  thank  you;  you  see 
That  I  sleep  in  a  tree," 
Says  the  hen;  "but  I  must  go  away; 


FIRST  YEAR:  HELPFULNESS  9 

So  a  grateful  good-by." 
**Make  your  home  in  my  sty,** 
Says  the  pig,  "and  come  in  every  day.** 

Now  my  child  will  not  miss 

The  true  moral  of  this 
Little  story  of  anger  and  strife; 

For  a  word  spoken  soft 

Will  turn  enemies  oft 
Into  friends  that  will  stay  friends  for  life. 

Questions:  Why  did  the  pig  and  the  hen  quarrel? 
Which  stopped  quarreling  first?  What  made  the  pig 
speak  politely?  When  were  they  happiest?  Do  you 
feel  happy  when  you  quarrel? 

Learn:  "  A  soft  answer  turneth  away  wrath.'* 


NOVEMBER:  GRATITUDE 

Show  the  picture  of  the  Infant  Samuel  praying,  by 
Sir  Joshua  Reynolds.   (The  Perry  Picture  Co.) 

Tell  the  story  of  the  birth  of  Samuel  and  his  dedica- 
tion to  the  Temple.  (I  Samuel,  Chap,  i.)  Bring  out 
the  gratitude  of  Hannah  and  her  self-sacrifice  in  part- 
ing with  her  little  child  that  he  might  serve  the  Lord. 
Little  children  enjoy  repetition  and  can  thus  be  made 
very  familiar  with  the  Bible  stories.  This  story  of  Han- 
nah and  Samuel  can  be  repeated  two  or  three  times 
during  the  month,  and  retold  by  the  children. 

THE  CHILD  IN  THE  TEMPLE 

Once  long  ago,  in  a  far  country,  there  was  a  very  good 
woman  who  had  a  kind  husband,  but  no  children.  She 


10  ETHICS  FOR  CHILDREN 

wanted  very  much  indeed  to  have  a  Httle  boy.  So  she 
prayed  to  God  and  said:  "If  I  ever  have  a  little  boy 
baby,  I  will  let  him  serve  in  the  holy  temple  even  while 
he  is  a  child."  Before  very  long  a  little  boy  was  born 
to  her.  And  when  he  was  old  enough,  she  carried  him 
herself  to  Eli,  the  priest  of  the  ancient  temple. 

Chap,  i,  verse  26.  And  she  said:  "Oh,  my  lord,  as 
thy  soul  liveth,  I  am  the  woman  that  stood  by  thee  here 
praying  unto  the  Lord.  For  this  child  I  prayed.  And 
the  Lord  hath  given  me  my  petition  which  I  asked  of 
him.  Therefore  also  I  have  lent  my  child  to  the  Lord, 
As  long  as  he  liveth  he  shall  be  lent  to  the  Lord." 

Chap,  ii,  verse  18.  And  the  child  Samuel  did  minis- 
ter unto  the  Lord  before  Eli  the  priest,  being  a  child 
wearing  a  robe  of  gold,  blue,  scarlet,  and  fine  linen. 
Moreover,  his  mother  made  him  a  little  coat,  and 
brought  it  to  him  from  year  to  year  when  she  came  up 
with  her  husband  to  worship  in  the  temple. 

And  the  child  Samuel  ministered  unto  the  Lord  before 
Eli.  And  it  came  to  pass  at  that  time,  that  Eli  had  lain 
down  in  his  place.  Now  his  eyes  had  begun  to  wax  dim 
so  that  he  could  not  see,  and  the  lamp  of  God  had  not 
yet  gone  out,  and  Samuel  was  laid  down  to  sleep  in  the 
temple  of  the  Lord  where  the  ark  of  God  was.  Then  the 
Lord  called  Samuel,  and  he  said:  "  Here  am  I."  And 
he  ran  unto  Eli  and  said:  "  Here  am  I;  for  thou  call- 
edst  me."  And  Eli  said:  "  I  called  not:  lie  down  again." 
And  he  went  and  lay  down.  And  the  Lord  called  yet 
again:  "Samuel."  And  Samuel  arose  and  went  to  Eli 
and  said:  "  Here  am  I,  for  thou  calledst  me."  And  Eli 
answered:  "  I  called  not,  my  son,  lie  down  again." 

Now  Samuel  did  not  yet  know  the  Lord,  neither  was 
the  word  of  the  Lord  yet  revealed  unto  him.  And  the 
Lord  called  Samuel  again  the  third  time.  And  he  arose 
and  went  to  Eli  and  said :  "  Here  am  I,  for  thou  calledst 
me."  And  Eli  perceived  that  the  Lord  had  called  the 


FIRST  YEAR:  HELPFULNESS  11 

child.  Therefore  Eli  said  unto  Samuel:  "  Go  lie  down, 
and  it  shall  be  if  he  call  thee  that  thou  shalt  say: 
*  Speak,  Lord,  for  thy  servant  heareth.'  " 

So  Samuel  went  and  lay  down  in  his  place.  And  the 
Lord  came  and  stood  and  called  as  at  other  times : 
"  Samuel,  Samuel!  "  Then  Samuel  said:  "  Speak,  for 
thy  servant  heareth."  And  the  Lord  told  Samuel  that 
the  sons  of  Eli  were  wicked  and  must  die. 

And  Samuel  lay  until  the  morning  and  opened  the 
doors  of  the  house  of  the  Lord.  And  Samuel  feared  to 
tell  Eli  of  his  vision.  Then  Eli  called  Samuel  and  said: 
"  Samuel,  my  son."  And  he  said:  "  Here  am  I."  And 
Eli  said:  "  What  is  the  thing  that  the  Lord  hath  spoken 
unto  thee?  I  pray  thee,  hide  it  not  from  me."  And 
Samuel  told  him  every  whit  and  hid  nothing  from  him. 
And  Eli  said:  "  It  is  the  Lord.  Let  Him  do  what 
seemeth  to  Him  good." 

And  Samuel  grew,  and  the  Lord  was  with  him. 

At  Thanksgiving  time,  show  a  harvest  festival  in  a 
picture  that  gives  as  many  details  as  possible. 

Questions:  What  things  do  we  have  to  be  grateful 
for?  What  do  you  do  when  you  are  grateful  to  father? 
Why  do  we  say,  "  Thank  you"?  Why  do  we  say, 
"Please"?  Are  animals  grateful?  How  do  they  show  it? 

Learn:  "  How  Doth  the  Little  Busy  Bee,"  by  Isaac 
Watts. 

Read:  "  Please,"  by  Alicia  Aspinwall,  in  Can  You 
believe  Me  Stories  (E.  P.  Dutton). 

DECEMBER:  THE  JOY  OF  GIVING 

Show  the  joy  of  making  people  happy;  associate 
happiness  with  sunlight.  Speak  of  the  sun,  moon,  and 
stars  as  light-giving;  of  love  as  light. 


12  ETHICS  FOR  CHILDREN 

The  Sun.  What  is  the  brightest  thing  you  know? 
Is  it  brighter  than  a  candle?  a  lamp?  If  there  were  no 
sun,  would  anything  be  bright? 

Tell  stories  of  the  Esquimaux  and  the  dark  of  win- 
ter. 

THE  LIGHT  OF  LIFE* 

Hans  Jansen  was  not  as  bright  as  other  boys,  but  he 
was  gentle  and  kindhearted  so  that  he  made  many 
friends.  The  thing  he  loved  best  was  a  flower,  and  one 
happy  day  a  good-natured  gardener  gave  him  a  won- 
derful rose. 

"How  can  I  make  it  grow?"  asked  Hans. 

"Well,  I  don't  tell  my  secrets  to  everybody,"  said 
the  nursery  gardener,  "but  I'll  tell  you.  Dig  a  hole 
pretty  deep,  and  put  in  a  bone  or  two  and  some  hair. 
Turn  the  plant  out  of  the  pot  carefully,  and  set  it  right 
on  the  hair.  Keep  it  sheltered  and  water  it  with  soap- 
suds as  often  as  you  can  get  them."  Hans  did  as  he  was 
told,  but  in  order  to  keep  his  rose  safe  and  sheltered, 
he  put  a  board  on  the  wall  above  it  and  covered  the 
rosebush  entirely. 

One  day  Hans  found  the  rosebush  wilted  and  yellow, 
and  he  hurried  to  the  gardener  to  find  out  what  was  the 
trouble. 

"I  couldn't  have  sheltered  it  more,"  said  Hans, 
"and  I  gave  it  plenty  of  water,  but  it  is  nearly  dead." 

"Why,  my  boy!"  exclaimed  the  gardener,  "you 
have  n't  given  it  any  light.  How  could  you  expect  it  to 
live?" 

"You  never  told  me  it  needed  sunshine,"  said  Hans. 

"Never  mind,  Hans,"  said  the  gardener.  "It  is  God 
who  makes  the  roses,  and  He  makes  them  so  that  they 
can't  live  without  light.  There 's  a  bit  of  life  left  in  your 

>  Vtom  Parables  from  Nature,  by  Margaret  Gatty  (adapted). 


FIRST  YEAR:  HELPFULNESS  13 

rosebush,  and  we'll  give  it  light  and  bring  it  round. 
Nothing  can  live  without  light.  People  need  it  as  much 
as  flowers  do,  for  people  need  the  light  of  loving-kind- 
ness and  truth." 

Try  putting  one  plant  in  the  dark  for  a  week  and 
one  in  the  light.  What  would  happen  if  we  had  no  sun? 
Would  flowers  grow?  fruit?  grain?  Does  everybody 
need  sun?  Did  you  ever  see  a  thunderstorm?  What 
did  it  look  like?  Was  the  sky  clear?  Did  you  ever 
see  a  person  look  cross?  Did  he  look  like  a  sunny 
day?  If  every  one  were  cross  to  us,  should  we  be  happy? 
Who  is  kind  to  us?  Who  loves  us?  What  kind  things 
does  our  mother  do?  What  kind  things  does  our  father 
do?  What  kind  things  can  we  do? 

Christmas  Presents.  Plan  the  making  of  presents  for 
the  family.  Is  it  fun  to  get  presents?  Is  it  fun  to  give 
presents?  Do  people  look  happy  when  you  give  them 
a  Christmas  present?  What  kind  does  your  mother 
like  best?   Something  you  have  made? 

Learn:  "  All  Things  Bright  and  Beautiful,"  by  John 
Xeble. 

THE  STORY  OF  CHRISTMAS 

Far,  far  away,  and  two  thousand  years  ago,  a  car- 
penter named  Joseph  and  Mary  his  wife  were  traveling 
away  from  the  country  where  they  lived,  to  the  town  of 
Bethlehem.  And  while  they  were  in  Bethlehem,  away 
from  their  home  in  Nazareth,  a  baby  boy  was  born  to 
them.  It  was  a  hot  country  in  which  they  lived,  and 
even  in  December  people  could  live  out  of  doors.  As 
they  had  found  that  it  was  too  crowded  in  the  inn, 
Joseph  and  Mary  had  their  little  baby  sleep  in  a  manger 
in  a  low  shed,  near  where  the  cows  and  oxen  were  kept. 
Read  Luke,  Chap,  ii,  verses  8  to  21. 


14  ETHICS  FOR  CHILDREN 

JANUARY;  CLEANLINESS 

Read:  "  The  Pig  Brother,"  in  the  book  of  the  same 
name,  by  Laura  E.  Richards  (Little,  Brown  &  Co.). 

Questions:  Where  do  pigs  live?  Have  you  seen  any? 
Were  they  clean?  Where  do  squirrels  live?  Are  they 
dirty?  Which  looks  the  prettier?  Why  does  a  cat  wash 
itself?  If  you  had  a  piece  of  white  paper  and  put  your 
fingers  down  on  it  hard,  would  it  leave  a  mark?  If  your 
hands  had  just  been  washed,  would  it  leave  a  mark? 
Did  the  child  in  the  story  wash  his  hands  after  he  came 
home?  If  it  is  a  muddy  day,  do  your  feet  leave  a  mark 
in  the  entry?  What  does  your  mother  have  to  do?  How 
can  you  help? 

After  the  children  have  repeated  the  story  accu- 
rately, you  can  reinforce  its  application  by  letting 
six  children  act  it.  (1)  Angel.  (2)  Dirty  child.  (3) 
Squirrel.     (4)  Wren.   (5)  Tommy  Cat.   (6)  Pig. 

If  any  child  acts  poorly,  ask  another  child  how  he 
thinks  the  squirrel  would  act. 

TOM,  THE  CHIMNEY-SWEEP* 

Once  upon  a  time  there  was  a  little  chimney-sweep, 
and  his  name  was  Tom.  He  lived  in  a  great  town  in  the 
North  country  where  there  were  plenty  of  chimneys  to 
sweep.  He  could  not  read  nor  write,  and  did  not  care  to 
do  either,  and  he  never  washed  himself,  for  there  was 
no  water  up  the  court  where  he  lived. 

Tom  and  his  master,  Mr.  Grimes,  set  out  one  morn- 
ing for  Harthover  Place,  where  they  were  to  sweep  the 

*■  From  The  Water  Babies,  by  Charles  Eingsley. 


FIRST  YEAR:  HELPFULNESS  15 

chimneys.  Mr.  Grimes  rode  the  donkey  in  front,  and 
Tom  and  the  brushes  walked  behind. 

Tom  had  never  been  so  far  into  the  country  before. 
He  longed  to  get  over  a  gate  and  pick  buttercups,  but 
Mr.  Grimes  was  a  man  of  business,  and  would  not  have 
heard  of  that. 

Soon  they  came  up  with  a  poor  Irish  woman,  trudging 
along  with  a  bundle  at  her  back.  She  had  a  gray  shawl 
over  her  head,  and  a  crimson  petticoat.  She  had  neither 
shoes  nor  stockings,  and  limped  along  as  if  she  were 
tired  and  footsore;  but  she  was  a  very  tall,  handsome 
woman,  with  bright  gray  eyes,  and  heavy  black  hair 
hanging  about  her  cheeks. 

She  walked  beside  Tom,  and  asked  him  where  he 
lived,  and  all  about  himself,  till  Tom  thought  he  had 
never  met  such  a  pleasant-spoken  woman. 

Then  he  asked  her  where  she  lived;  and  she  said  far 
away  by  the  sea  that  lay  still  in  bright,  summer  days, 
for  the  children  to  bathe  and  play  in  it.  And  Tom 
longed  to  go  and  see  the  sea  and  bathe  in  it. 

At  last  they  came  to  a  spring,  bubbling  and  gurgling, 
so  clear  that  you  could  not  tell  where  the  water  ended 
and  the  air  began.  There  Grimes  stopped,  got  off  his 
donkey,  and  clambered  over  the  low  road-wall,  and 
knelt  down,  and  began  dipping  his  ugly  head  into  the 
spring;  and  very  dirty  he  made  it. 

Tom  was  picking  the  flowers  as  fast  as  he  could.  The 
Irish  woman  helped  him.  But  when  he  saw  Grimes 
actually  wash,  he  stopped,  quite  astonished;  and  when 
Grimes  had  finished,  and  began  shaking  his  ears  to  dry 
them,  he  said, — 

"  My,  master,  I  never  saw  you  do  that  before." 

"  Nor  will  you  again,  most  likely.  'T  was  n't  for 
cleanliness  I  did  it,  but  for  coolness.  I  'd  be  ashamed 
to  want  washing  every  week  or  so,  like  any  smutty 
collier-lad." 


16  ETHICS  FOR  CHILDREN 

"  I  wish  I  might  go  and  dip  my  head  in,"  said  poor 
little  Tom.  "It  must  be  as  good  as  putting  it  under  the 
town-pump,  and  there  is  no  beadle  here  to  drive  a  chap 
away." 

"  Thou  come  along,"  said  Grimes.  "  What  dost  thou 
want  with  washing  thyself?" 

Grimes  was  very  sulky,  and  he  began  beating  Tom. 

**  Are  you  not  ashamed  of  yourself,  Thomas  Grimes?  " 
cried  the  Irish  woman,  over  the  wall. 

Grimes  seemed  quite  cowed,  and  got  on  his  donkey 
without  another  word. 

"  Stop,"  said  the  Irish  woman.  "  I  have  one  more 
word.  Those  that  wish  to  be  clean,  clean  they  will  be; 
and  those  that  wish  to  be  foul,  foul  they  will  be.  Re- 
member." 

How  many  chimneys  Tom  swept  at  Harthover  Place, 
I  cannot  say,  but  he  swept  so  many  that  he  got  quite 
tired,  and  lost  his  way  in  them;  and  coming  down,  as  he 
thought,  the  right  chimney,  he  came  down  the  wrong 
one,  and  found  himself  standing  on  the  hearth-rug  in  a 
room  the  like  of  which  he  had  never  seen  before. 

The  room  was  all  dressed  in  white;  white  window- 
curtains,  white  bed-curtains,  white  chairs,  and  white 
walls,  with  just  a  few  lines  of  pink  here  and  there. 

The  next  thing  he  saw  was  a  washing-stand  with 
ewers  and  basins,  and  soap  and  brushes,  and  towels; 
and  a  large  bath  full  of  clean  water.  And  then  looking 
toward  the  bed,  he  held  his  breath  with  astonishment. 

Under  the  snow-white  coverlet,  upon  the  snow-white 
pillow,  lay  the  most  beautiful  little  girl  that  Tom  had 
ever  seen.  Her  cheeks  were  almost  as  white  as  the  pil- 
low, and  her  hair  was  like  threads  of  gold  spread  all  over 
the  bed. 

"  She  never  could  have  been  dirty,"  thought  Tom  to 
himself.  And  then  he  thought,  "  Are  all  people  like 
that  when  they  are  washed?  "  And  he  looked  at  his  own 


FIRST  YEAR:  HELPFULNESS  17 

wrist,  and  tried  to  rub  the  soot  off,  and  wondered 
whether  it  ever  would  come  off.  "  Certainly  I  should 
look  much  prettier,  if  I  grew  at  all  like  her." 

And  looking  round,  he  suddenly  saw,  standing  close 
to  him,  a  little,  ugly,  black,  ragged  figure,  with  bleared 
eyes,  and  grinning  white  teeth.  He  turned  on  it  angrily. 
What  did  such  a  little  black  ape  want  in  that  sweet 
young  lady's  room?  And  behold,  it  was  himself  reflected 
in  a  great  mirror,  the  like  of  which  Tom  had  never  seen 
before. 

And  Tom,  for  the  first  time  in  his  life,  found  out  that 
he  was  dirty,  and  burst  into  tears  with  shame  and 
anger.  He  turned  to  sneak  up  the  chimney  again  and 
hide,  and  upset  the  fender,  and  threw  the  fire-irons 
down,  with  a  great  noise. 

Under  the  window  spread  a  tree,  with  great  leaves 
and  sweet  white  flowers,  and  Tom  went  down  the 
tree  like  a  cat,  and  across  the  garden  towards  the 
woods. 

The  under-gardener,  mowing,  saw  Tom,  and  threw 
down  his  scythe,  and  gave  chase  to  poor  Tom.  The 
dairy-maid  heard  the  noise,  jumped  up  and  gave  chase 
to  Tom.  Grimes  upset  the  soot-sack  in  the  new  grav- 
eled yard  and  spoilt  it  all  utterly;  but  he  ran  out  and 
gave  chase  to  Tom. 

The  ploughman  left  his  horses  at  the  headland,  and 
one  jumped  over  the  fence,  and  pulled  the  other  into  the 
ditch,  plough  and  all;  but  he  ran  on  and  gave  chase  to 
Tom.  Sir  John  looked  out  of  his  study  window,  and  he 
ran  out  and  gave  chase  to  Tom.  The  Irish  woman,  too, 
was  walking  up  to  the  house  to  beg;  she  must  have  got 
round  by  some  by-way;  but  she  threw  away  her  bundle 
and  gave  chase  to  Tom  likewise. 

Tom  ran  on  and  on,  and  when  he  stopped  to  look 
around,  he  said,  "  Why,  what  a  big  place  the  world  is"; 
for  he  was  far  away  from  Harthover,  having  left  the 


18  ETHICS  FOR  CHILDREN 

gardener,  and  the  dairy-maid,  and  the  groom,  and  Sir 
John,  and  Grimes,  and  the  ploughman  all  behind. 

Through  the  wood  he  could  see  a  clear  stream  glance, 
and  far,  far  away  the  river  widened  to  the  shining  sea, 
and  this  is  the  song  Tom  heard  the  river  sing: 

Clear  and  cool,  clear  and  cool. 

By  laughing  shallow,  and  dreaming  pool; 

Cool  and  clear,  cool  and  clear. 

By  shining  shingle,  and  foaming  weir 

Under  the  crag  where  the  ouzel  sings. 

And  the  ivied  wall  where  the  church  bell  ringSt 

Undefiled,  for  the  undefiled; 

Play  by  me,  bathe  in  me,  mother  and  child. 

Then  he  fell  asleep  and  dreamed  that  the  little  white 
lady  called  to  him,  "  Oh,  you're  so  dirty;  go  and  be 
washed";  and  then  he  heard  the  Irish  woman  say, 
"  They  that  wish  to  be  clean,  clean  they  will  be." 

And  all  of  a  sudden  he  found  himself  between  sleep 
and  awake,  in  the  middle  of  the  meadow,  saying  con- 
tinually, "  I  must  be  clean,  I  must  be  clean."  And  he 
went  to  the  bank  of  the  brook  and  lay  down  on  the 
grass  and  looked  into  the  clear  water,  and  dipped  his 
hand  in,  and  found  it  so  cool,  cool,  cool;  and  he  said 
again,  "  I  must  be  clean,  I  must  be  clean."  And  he  put 
his  poor,  hot,  sore  feet  into  the  water;  and  then  his  legs. 
"  Ah,"  said  Tom,  "I  must  be  quick  and  wash  myself." 

Questions:  Why  did  Tom  want  to  be  clean?  What 
did  he  see  when  he  looked  in  the  glass?  What  did  the 
little  girl  look  like?  Whose  hands  are  the  cleanest  to- 
day? Who  is  going  to  try  to  be  clean  to-morrow?  What 
is  water  good  for?  Have  you  ever  seen  a  sparrow  wash 
itself?  A  kitten?    How  do  they  learn  to  do  it  so  well? 


FIRST  YEAR:  HELPFULNESS  W 

FEBRUARY:  USEFULNESS 

Show  pictures  of  Lincoln  or  of  Washington. 

Tell  the  story  of  Lincoln's  early  life,  in  simple  words. 
Among  the  best  lives  of  Lincoln  for  our  purpose  are 
those  by  Ida  M.  Tarbell,  by  Morgan,  and  by  Moores. 

THE  LAME  BOY  ^ 

He  was  little.  He  was  lame.  He  was  only  six  years 
old.  His  mother  was  a  poor  washerwoman,  and  they 
lived  in  a  tiny  room  on  a  narrow  street  of  a  great  city. 

All  day  long  he  sat  in  his  high  chair,  looking  down 
into  the  narrow  street.  He  could  see,  by  leaning  for- 
ward, a  bit  of  blue  sky  over  the  tall  warehouse  opposite. 
Sometimes  a  white  cloud  would  drift  across  the  blue. 
Sometimes  it  was  all  dull  gray. 

But  the  street  was  more  interesting.  There  were 
people  down  there.  In  the  early  morning  men  and  wo- 
men were  hurrying  to  their  work.  Later  the  children 
came  out,  and  played  on  the  sidewalk  and  in  the  gut- 
ters. Sometimes  they  danced  and  sang,  but  often  they 
were  quarrelsome.  In  the  spring  came  the  hand-organ 
man,  and  then  everybody  seemed  happy. 

The  boy's  sad  little  face  looked  out  all  day  long. 
Only  when  he  saw  his  mother  coming  did  he  smile  and 
wave  his  hand. 

"  I  wish  I  could  help  you,  mother,"  he  said  one  night. 
"  You  work  so  hard,  and  I  can't  do  anything  for  you.' 

"  Oh,  but  you  do!"  she  cried  quickly.  "  It  helps  me 
to  see  your  face  smiling  down  at  me  from  the  window. 
It  helps  me  to  have  you  wave  your  hand.  It  makes 
my  work  lighter  all  day  to  think  you  will  be  there  wav- 
ing to  me  when  I  go  home." 

*  From  The  Firtt  Book  of  Reiigion,  by  Mrs.  Charles  A.  Lane. 


20  ETHICS  FOR  CHILDREN 

*'  Then  I'll  wave  harder,"  said  the  little  fellow. 

And  the  next  night  a  tired  workman,  seeing  thi 
mother  look  up  and  answer  the  signal,  looked  up  too. 
Such  a  little,  pinched  face  as  he  saw  at  the  high  window; 
but  how  cheery  the  smile  was!  The  man  laughed  to 
himself  and  waved  his  cap,  and  the  boy,  a  little  shyly, 
returned  the  greeting. 

So  it  went.  The  next  evening  the  workman  nudged 
his  comrade  to  look  up  at  the  "  poor  little  chap  sitting, 
so  patient,  at  the  window,"  and  again  the  gay  smile 
shone  out  as  two  caps  waved  in  the  air  below  him. 

Days  came  and  passed,  and  the  boy  had  more  friends. 
Men  and  women  went  out  of  their  way  to  send  a  greet- 
ing to  him.  Life  didn't  seem  quite  so  hard  to  them 
when  they  thought  how  dreary  it  must  be  for  him. 
Sometimes  a  flower  found  its  way  to  him,  or  an  orange, 
or  a  colored  picture.  The  children  stopped  quarreling 
when  they  saw  him  watching  them,  and  played  games 
to  amuse  him.  It  pleased  them  to  see  how  eager  he  was 
to  share  in  their  good  times. 

"  Tell  the  lad  we  could  n't  get  on  without  him,"  said 
one  of  the  weary  laborers  to  the  mother  one  night. 
"  'T  is  a  great  thing  to  have  a  brave  heart.  It  makes  us 
all  brave,  too.  Tell  him  that." 

And  you  may  be  sure  she  did. 

Learn  the  following  poem : 

LITTLE  THINGS 

BY   EBENEZEB   C.    BBEWEB 

Little  drops  of  water. 

Little  grains  of  sand. 
Make  the  mighty  ocean. 

And  the  pleasant  land. 


FIRST  YEAR:  HELPFULNESS  21 

Thus  the  little  minutes. 

Humble  though  they  be. 
Make  the  mighty  ages 

Of  eternity. 


MARCH:  KEEPING  YOUR  PROMISE 

RAGGYLUG^ 

Once  there  was  a  little  furry  rabbit  who  lived  with  his 
mother  deep  down  in  a  nest  under  the  tall  grass.  His 
name  was  Raggylug  and  his  mother's  name  was  Molly 
Cottontail.  Every  morning  when  Molly  Cottontail 
went  out  to  hunt  for  food,  she  said  to  Raggylug,  "  Now 
Raggylug,  lie  still,  and  make  no  noise.  No  matter  what 
you  hear,  no  matter  what  you  see,  don't  you  move. 
Remember  you  are  only  a  baby  rabbit  and  lie  low." 
And  Raggylug  always  said  he  would. 

One  day,  after  his  mother  had  gone,  he  was  lying  very 
still  in  the  nest  looking  up  through  the  feathery  grass. 
By  just  cocking  his  eye,  so,  he  could  see  what  was  going 
on  up  in  the  world.  Once  a  big  blue  jay  perched  on  a 
twig  above  him  and  scolded  some  one  very  loudly; 
he  kept  saying,  "Thief,  thief!"  But  Raggylug  never 
moved  his  nose,  nor  his  paws;  he  lay  still.  Once  a  lady- 
bug  took  a  walk  down  a  blade  of  grass,  over  his  head; 
she  was  so  topheavy  that  pretty  soon  she  tumbled  off 
and  fell  to  the  bottom  and  had  to  begin  all  over  again. 
But  Raggylug  never  moved  his  nose  nor  his  paws:  he 
lay  still. 

The  sun  was  warm  and  it  was  very  still. 

Suddenly  Raggylug  heard  a  little  sound,  far  off.  It 
sounded  like  "  Swish,  swish,"  very  soft  and  far  away. 

'  Adapted  from  Ernest  Thompson  Seton's  Wild  Animals  I  have  Known,  in  How 
to  Tell  Stone*  to  Children,  by  Sara  Cone  Bryant  (Houghton  Mifflin  Co.). 


22  ETHICS  FOR  CHILDREN 

He  listened.  It  was  a  queer  little  sound,  low  down  in 
the  grass,  "  rustle  —  rustle  —  rustle. "  Raggylug  was 
interested.  But  he  never  moved  his  nose  or  his  paws; 
he  lay  still.  Then  the  sound  came  nearer,  "  rustle  — 
rustle  —  rustle;"  then  grew  fainter,  then  came  nearer; 
in  and  out,  nearer  and  nearer,  like  something  coming; 
only,  when  Raggylug  heard  anything  coming  he  always 
heard  its  feet,  stepping  ever  so  softly.  What  could  it 
be  that  came  so  smoothly,  —  rustle  —  rustle  —  without 
any  feet? 

He  forgot  his  mother's  warning,  and  sat  upon  his  hind 
paws;  the  sound  stopped  then.  "  Pooh! "  thought  Rag- 
gylug, "I'm  not  a  baby  rabbit,  I  am  three  weeks  old; 
I'll  find  out  what  this  is."  He  stuck  his  head  over  the 
top  of  the  nest,  and  looked  —  straight  into  the  wicked 
eyes  of  a  great  big  green  snake.  "Mammy,  mammy!" 
screamed  Raggylug,  "oh.  Mammy,  Mam — "  But  he 
could  n't  scream  any  more,  for  the  big  snake  had  his 
ear  in  his  mouth  and  was  winding  about  the  soft  little 
body,  squeezing  Raggylug's  life  out.  He  tried  to  call 
** Mammy!"  again,  but  he  could  not  breathe. 

Ah,  but  Mammy  had  heard  the  first  cry.  Straight 
over  the  fields  she  flew,  leaping  the  stones  and  hum- 
mocks, fast  as  the  wind,  to  save  her  baby.  She  was  n't 
a  timid  little  cottontail  rabbit  then;  she  was  a  mother 
whose  child  was  in  danger.  And  when  she  came  to 
Raggylug  and  the  big  snake,  she  took  one  look  and  then 
hop!  hop!  she  went  over  the  snake's  back;  and  as  she 
jumped  she  struck  at  the  snake  with  her  strong  hind 
claws  so  that  they  tore  his  skin.  He  hissed  with  rage, 
but  he  did  not  let  go. 

Hop !  hop !  she  went  again,  and  this  time  she  hurt  him 
so  that  he  twisted  and  turned;  but  he  held  on  to  Raggy- 
lug. 

Once  more  the  mother  rabbit  hopped,  and  once  more 
she  struck  and  tore  the  snake's  back  with  her  sharp 


FIRST  YEAR:  HELPFULNESS  23 

claws.  Zzz!  How  she  hurt!  The  snake  dropped  Raggy 
to  strike  at  her,  and  Raggy  rolled  on  to  his  feet  and  ran. 

"Run,  Raggylug,  run!"  said  his  mother,  keeping  the 
snake  busy  with  her  jumps;  and  you  may  believe  Rag- 
gylug ran!  Just  as  soon  as  he  was  out  of  the  way  his 
mother  came  too,  and  showed  him  where  to  go,  and  he 
followed  now. 

Far,  far  away  she  led  him,  through  the  long  grass, 
to  a  place  where  the  big  snake  could  not  find  him,  and 
there  she  made  a  new  nest.  And  this  time,  when  she 
told  Raggylug  to  lie  low,  you'd  better  believe  he 
minded ! 

Questions:  Why  did  Raggylug's  mother  tell  him  to 
lie  low?  Was  he  a  good  rabbit  at  first?  Did  he  want 
to  see  the  ladybug?  Did  he  lift  up  his  head  to  look 
when  she  fell  down?  Why  did  n't  he  move?  What  did 
Raggylug  hear  coming  nearer  and  nearer?  Did  he  know 
what  it  was?  Did  he  keep  quiet?  Was  he  too  little  to 
know  better?  Did  he  remember  what  his  mother  said? 
What  did  he  say  to  himself?  What  did  the  snake  do? 
What  did  Molly  Cottontail  do?  Was  she  afraid  of  the 
terrible  snake?  Why  not?  Was  Raggylug  sorry  he  had 
not  obeyed  before?  Did  he  remember  next  time? 
j;^  Let  the  children  repeat  and  act  this  story  next  day. 

Learn: 

THEY  DIDN'T  THINK* 

BY   PHOSBE   CABY 

Once  a  trap  was  baited 
With  a  piece  of  cheese; 
It  tickled  so  a  little  mouse 
It  almost  made  him  sneeze; 

>  The  Poetical  Workt  qf  Alice  and  Phmbe  Carji, 


24  ETHICS  FOR  CHILDREN 

An  old  rat  said,  "There's  danger* 

Be  careful  where  you  go!" 
"Nonsense!"  said  the  other, 
"I  don't  think  you  know!" 

So  he  walked  in  boldly  — 

Nobody  in  sight; 

First  he  took  a  nibble, 

Then  he  took  a  bite; 

Close  the  trap  together 

Snapped  as  quick  as  wink. 

Catching  mousey  fast  there, 

'Cause  he  did  n't  think. 

•  •  •  •  •  •  • 

Once  there  was  a  robin 

Lived  outside  the  door. 

Who  wanted  to  go  inside 

And  hop  upon  the  floor. 
"Ho,  no,"  said  the  mother, 
"You  must  stay  with  me; 

Little  birds  are  safest 

Sitting  in  a  tree." 
"I  don't  care,"  said  Robin, 

And  gave  his  tail  a  fling. 
"  I  don't  think  the  old  folks 

Know  quite  everything." 

Down  he  flew,  and  Etty  seized  him. 

Before  he  'd  time  to  blink. 
"Oh,"  he  cried,  "I  'm  sorry. 

But  I  did  n't  think." 


Questions:  What  did  the  old  rat  say  to  the  little 
mouse?  What  did  the  little  mouse  answer?  Which 
knew  best?  Why?  If  mousey  got  out  of  the  trap,  would 
he  think  another  time?  What  did  the  mother  robin 
say?  Did  the  little  robin  listen?  Was  he  sorry? 


FIRST  YEAR:  HELPFULNESS  25 

APRIL:  KINDNESS 

Tell  Grimm's  story  of  "Snow-White and  Rose-Red,"* 
and  dwell  on  the  kindness  to  the  bear. 

Tell  also  Grimm's  story  of  "The  Frog-King."*  This 
story  illustrates,  not  only  kindness,  but  loyalty  to  one's 
word,  and  the  teacher  can  refer  back  to  the  stories  told 
in  March.  The  emphatic  words  of  the  father  of  the 
princess,  "You  must  do  what  you  said  you  would,'* 
can  be  made  impressive  by  reiteration. 

Other  good  stories  are:  "The  House  in  the  Woods,'* 
illustrating  the  kindness  of  the  woodcutter's  daughter; 
"The  Queen  Bee"-/  and  the  story  of  the  princesses 
from  whose  mouths  dropped  toads  and  jewels. 

Real  stories  of  kindness  are,  however,  more  help- 
ful than  those  in  fairy-tales.  A  number  of  interesting 
ones  will  be  found  in  White's  School  Management  and 
Moral  Training  (American  Book  Co.),  and  in  Mrs. 
Julia  M.  Dewey's  Ethics:  Stories  for  Home  and  School 
(Educational  Publishing  Co.). 

Children  are  often  unkind  to  other  children  through 
lack  of  imagination.  An  experienced  teacher  in  Massa- 
chusetts found  that  the  little  boys  and  girls  were  rude 
toward  the  only  Chinese  boy  in  the  class.  She  there- 
upon told  a  story  of  this  kind,  with  excellent  results: 

THE  STRANGER 

There  were  once  some  children  who  went  on  a  very 
long  voyage  across  a  great  ocean.  At  last  they  came 
to  a  far-off  country  where  everybody  spoke  a  strange 
language  and  nobody  understood  what  they  wanted. 

*  In  Oerman  Bouiehold  Takt,  Bivergide  Literature  Series  (Houghton  Mifflin  Co.X 


26  ETHICS  FOR  CHILDREN 

When  the  time  came  for  the  children  to  go  home,  they 
found  to  their  sorrow  that  one  little  boy  had  to  be  left 
behind.  He  was  to  be  all  alone  among  strange  children 
and  go  to  school  with  them  every  day.  It  almost  made 
him  cry  to  think  of  it.  He  was  afraid  they  would  tease 
him  and  refuse  to  play  with  him.  But  no,  the  little 
Chinese  boys  and  girls  did  everything  they  could  to 
make  him  happy.  They  knew  that  he  must  feel  lonely, 
so  they  asked  him  to  sit  near  them,  and  they  shared 
their  lunch  with  him  and  played  with  him  every  day. 
Then  he  thought  how  kind  every  one  was  and  he  was 
happy  again. 

THE  LAME  MAN  AND  THE  BLIND  MAN» 

Retold  from  ^sop. 
(This  story  can  be  acted  by  two  children.) 

A  muddy  road.     A  blind  man  stumbles  along  the 
road  and  falls.     A  lame  man  limps  up  to  him. 

Lame  Man.  Good  day,  sir!  Let  me  help  you  up. 

Blind  Man.  Thank  you,  kind  sir!  This  is  hard  walk- 
ing for  a  blind  man. 

Lame  Man.  It  is  just  as  hard  for  me  as  it  is  for  you. 
I  am  as  lame  as  you  are  blind. 

Blind  Man.  Indeed!  Then  I  can  help  you. 

Lame  Man.  How  can  you  do  that? 

Blind  Man.  If  you  will  get  on  my  back  I  will  take 
you  to  town.  You  can  tell  me  which  way  to  go.  See 
how  strong  I  am! 

Lame  Man.  Good !  I  will  be  eyes  for  you  and  you 
shall  be  feet  for  me. 

Blind  Man.  Up  with  you!  {Lame  man  mounts  his 
back.) 

Lame  Man.  Now  we  shall  get  on  fast ! 

I  From  Child  Clastics,  II,  by  Georgia  Alexander.     Copyright,  1000.     Ufcd  by 
■pecial  permission  of  the  publishers,  The  Bobbs-Merrill  Company. 


FIRST  YEAR:  HELPFULNESS  27 

Questions:  Do  you  know  any  one  who  is  lame?  Any 
one  who  is  blind?  Any  one  who  is  sick?  Any  one  who 
is  old?  Any  one  who  is  very  little  and  helpless?  How 
can  you  help  him?  How  can  you  make  him  feel  happier? 
How  can  two  children  help  each  other  at  recess?  How 
can  a  boy  help  the  teacher?  How  does  the  teacher  help 
the  children? 

Learn: 

DAFFY-DOWN-DILLY 

BY  ANNA  B.   WARNER 

DaflFy-down-dilly  came  up  in  the  cold. 

Through  the  brown  mold. 
Although  the  March  breezes  blew  keen  on  her  face. 
Although  the  white  snow  lay  on  many  a  place. 

Daffy-down-dilly  had  heard  underground. 

The  sweet  rushing  sound 
Of  the  streams,  as  they  broke  from  their  white  winter 

chains. 
Of  the  whistling  spring  winds  and  the  pattering  rains. 

"Now  then,"  thought  Daffy,  deep  down  in  her  heart, 

"It 's  time  I  should  start." 
So  she  pushed  her  soft  leaves  through  the  hard  frozen 

ground. 
Quite  up  to  the  surface,  and  then  she  looked  round. 

There  was  snow  all  about  her,  grey  clouds  overhead; 

The  trees  all  looked  dead. 
Then  how  do  you  think  poor  Daffy-down  felt. 
When  the  sun  would  not  shine  and  the  ice  would  not 
melt? 

"Cold  weather!"  thought  Daffy,  still  working  away; 
*  "The  earth 's  hard  to-day! 


«8  ETHICS  FOR  CHILDREN 

There  *s  but  a  half  inch  of  my  leaves  to  be  seen, 
And  two-thirds  of  that  is  more  yellow  than  green. 

"I  can't  do  much  yet;  but  I'll  do  what  I  can; 

It 's  well  I  began ! 
For  unless  I  can  manage  to  lift  up  my  head. 
The  people  will  think  that  the  Spring  herself  's  dead.** 

So  little  by  little  she  brought  her  leaves  out. 

All  clustered  about; 
And  then  her  bright  flowers  began  to  unfold, 
Till  Daffy  stood  robed  in  her  spring  green  and  gold. 

O  Daffy-down-dilly,  so  brave  and  so  true! 

I  wish  all  were  like  you !  — 
So  ready  for  duty  in  all  sorts  of  weather. 
And  loyal  to  courage  and  duty  together! 

Tell  ^sop's  fable  of  "  The  Lion  and  the  Mouse." 
Questions :  How  many  times  bigger  than  a  mouse  is 
a  lion?  Could  a  lion  kill  a  mouse?  Could  a  mouse  kill 
a  lion?  Why  did  the  lion  let  the  mouse  go?  Did  the 
mouse  forget  the  kindness  of  the  lion?  How  did  he 
have  a  chance  to  help?  How  can  little  people  help  big 
people?  How  can  you  help  your  father?  How  can  you 
help  at  school? 

MAY:  COURTESY 

Read  the  following  story  :  — 

A  FOUR-FOOTED  GENTLEMAN^ 

"Open  the  door  quick,  Sybil.  Don't  you  see  my 
hands  are  full?  What  a  stupid  you  are !  Yes,  that '11  do. 
Now  you  can  shut  it  after  me."  And  Archie  came  for- 

i  From  Five  Minute  Storiee,  by  Mrs.  Moleswortb  (abridged). 


FIRST  YEAR:  HELPFULNESS  29 

ward  to  the  table  where  his  aunt  was  sitting,  with  speci- 
mens of  seaweed  that  he  had  been  drying  and  arranging, 
in  his  hands. 

"Since  when  have  *if  you  please'  and  *  thank  you* 
gone  out  of  fashion,  Archie?  "  said  his  aunt. 

The  boy  grew  very  red,  but  he  laughed  good-hu- 
moredly.  "I  did  n't  mean  to  be  rude,"  he  said.  "But 
Sybil  does  n't  mind.  Do  you,  Sybil?  " 

"No,"  replied  the  little  girl.  "Still  I  think  it  is  nice 
when  people  thank  you  and  speak  politely  to  each 
other." 

"I  know  I  should"  replied  Archie,  "but  you  see. 
Auntie,  I  forget,  or  else  it  does  n't  seem  worth  while." 

"That  reminds  me  of  a  little  adventure  of  mine," 
said  his  aunt.  "I  was  going  to  a  friend's  the  other  day 
when  my  attention  was  caught  by  a  little  dog  wander- 
ing along  in  an  uneasy,  aimless  manner.  He  was  very 
pretty  and  well  cared  for,  but  just  now  he  was  evidently 
in  trouble.  He  trotted  up  to  me,  gave  a  little  friendly 
bark,  and  then  wagging  his  tail  looked  up  at  me  appeal- 
ingly,  ran  on  a  few  steps,  then  ran  back  to  see  if  I  were 
following  him.  It  was  as  plain  as  any  spoken  words: 
he  was  asking  me  to  do  him  a  service.  And  thus  he  led 
me  down  the  street,  round  a  corner,  and  finally  stopped 
in  front  of  a  door,  looking  and  wagging  his  tail.  Nobody 
could  have  failed  to  understand  him. 

"'Here  is  my  home,  kind  lady.  I  have  got  shut  out; 
please  to  ring  the  bell  for  me.'  I  rang,  of  course,  and 
quickly  the  door  was  opened  and  in  he  rushed,  and  I 
was  turning  away,  when  —  this  is  the  point  of  my  story 
—  I  heard  a  bustle  just  inside  the  closing  door,  my 
friend's  bark,  a  voice  in  remonstrance,  'What  can  he 
want? '  Then  the  door  opened  and  out  he  sprang  again. 
As  soon  as  he  saw  me  he  gave  a  quick,  cheerful  little 
bark,  wagging  his  tail  with  the  greatest  energy,  and 
with  still  another  'bow-wow'  turned  round  and  ran  in 


so  ETHICS  FOR  CHILDREN 

quietly.  It  was  the  plainest  'Thank  you  for  being  so 
kind*  that  was  ever  spoken  in  dog  or  any  language. 
Now  don't  you  call  that  behaving  like  a  gentleman?" 
"Yes  indeed,"  said  the  children,  and  Archie  turned  to 
Sybil  with  deference. 

"Please  Sybil,  will  you  kindly  open  the  door?"  She 
did  so,  and  he  disappeared,  but  in  a  moment  his  voice 
was  again  heard. 

"I  beg  your  pardon,"  he  said,  "I  have  come  back 
again  to  say  'thank  you.'  If  I  had  a  tail  to  wag  I  would 
do  so." 

Learn: 

Politeness  is  to  do  and  say 

The  kindest  thing  in  the  kindest  way. 

Tell  the  fable  of  "The  Sun  and  the  Wind,"  in  The 
First  Book  of  Stories  for  the  Story-Teller,  by  Fanny  E. 
Coe. 

Would  you  rather  do  an  errand  for  some  one  who 
spoke  pleasantly  or  for  some  one  who  spoke  roughly? 

Discuss  the  subject  of  teasing. 

Tell  the  story  of  "The  Great  Feast,"  in  The  Pig 
Brother,  by  Laura  E.  Richards. 


SECOND  YEAR 


ETHICAL  CENTBE:  HOME  LIFE 

INTRODUCTION 

In  these  lessons  with  little  children,  it  is  essential  to 
remember  that  thoughtlessness  and  unkindness  come 
largely  from  lack  of  imagination.  Light  the  spark  of 
sympathetic  imagination,  and  cruelty  vanishes.  Thus, 
if  a  boy  throws  stones  at  frogs  and  toads,  let  him  study 
the  nature  and  the  usefulness  of  frogs  and  toads.  As  is 
suggested  in  the  lessons  for  October,  lack  of  courtesy, 
impatience,  quarreling,  and  ungenerous  acts  are  also 
due  to  absence  of  imagination.  Such  stories  as  those 
of  "The  Honest  Farmer,"  of  "The  Little  Loaf,"  and 
of  "The  Awakening"  (reproduced  in  this  section)  will 
arouse  reverence  for  a  finer  attitude. 

SEPTEMBER:  KINDNESS  TO  LITTLE 
CHILDREN 

THE   STORY   OF  THE   FINDING   OF    MOSES 

Long  ago  a  mother  of  the  Hebrews  was  living  in 
Egypt.  And  the  rulers  of  Egypt  made  the  Hebrews 
work  too  hard.  They  were  cruel  to  the  Hebrews  and 
sometimes  they  even  killed  the  little  boy  babies. 

So  when  Moses  was  three  months  old,  his  mother 
knew  that  the  Egyptians  might  kill  her  little  son.  Then 
she  made  for  him  an  ark  out  of  bulrushes  and  daubed 
it  on  the  outside  with  slime  and  with  pitch  to  keep  it 


S2  ETHICS  FOR  CHILDREN 

dry,  and  she  put  the  child  therein  and  she  laid  it  in  the 
reeds  by  the  river's  brink.  And  Moses'  sister  stood 
afar  ofiF  to  see  what  would  be  done  to  hira. 

And  the  daughter  of  Pharaoh,  the  king  of  Egypt, 
came  down  to  wash  herself  at  the  river,  and  her  maidens 
walked  along  by  the  river's  side;  and  when  she  saw  the 
ark  among  the  bulrushes,  she  sent  her  maid  to  fetch  it. 
And  when  she  had  opened  it  she  saw  the  child;  and  be- 
hold the  babe  wept.  And  she  had  compassion  on  him 
and  said,  "This  is  one  of  the  Hebrews'  children."  Then 
said  Moses'  sister  to  Pharaoh's  daughter:  "Shall  I  go 
and  call  to  thee  a  nurse  of  the  Hebrew  women  that  she 
may  nurse  the  child  for  thee?  "  And  Pharaoh's  daughter 
said  to  her,  "Go."  And  the  maid  went  and  called  the 
child's  mother. 

And  Pharaoh's  daughter  said  unto  her:  "Take  this 
child  away  and  nurse  it  for  me  and  I  will  give  thee  thy 
wages."  And  the  woman  took  the  child  and  nursed  it. 
And  the  child  grew,  and  she  brought  him  unto  Pharaoh's 
daughter,  and  he  became  like  her  own  son.  And  she  called 
his  name  Moses  (which  means  in  Hebrew  "drawn  out") 
and  she  said:  "Because  I  drew  him  out  of  the  water." 

Questions :  Why  did  Moses'  mother  have  to  hide  her 
little  baby?  Were  all  the  Egyptians  cruel?  Was  the 
princess  kind?  Where  did  she  find  Moses?  What  did 
he  do  when  she  opened  the  basket?  Was  the  daughter 
of  Pharaoh  sorry  for  him?  Who  was  watching  afar  off? 
What  did  the  sister  of  Moses  say  to  the  princess?  Was 
the  mother  glad  to  get  her  little  baby  back  again?  Was 
the  baby  safe  now?  Who  made  him  safe?  If  you  saw  a 
baby  crying,  what  would  you  do?  Did  you  ever  see  a 
baby  who  did  not  know  where  to  find  his  mother?  Did 
you  help  to  find  her?  What  kind  things  can  you  do  for 
your  baby  at  home? 

This  story  can  be  very  simply  acted  by  four  children. 


SECOND  YEAR:  HOME  LIFE  S3 

Learn: 

BABY 

BY   GEORGE   MACDONALD 

Where  did  you  come  from,  baby  dear? 
Out  of  the  everywhere  into  the  here. 

Where  did  you  get  those  eyes  so  blue? 
Out  of  the  sky  as  I  came  through. 

What  makes  the  light  in  them  sparkle  and  spin? 
Some  of  the  starry  spikes  left  in. 

Where  did  you  get  that  little  tear? 
I  found  it  waiting  when  I  got  here. 

What  makes  your  forehead  so  smooth  and  high? 
A  soft  hand  stroked  it  as  I  went  by. 

What  makes  your  cheek  like  a  warm  white  rose? 
I  saw  something  better  than  any  one  knows. 

Whence  that  three-cornered  smile  of  bliss? 
Three  angels  gave  me  at  once  a  kiss. 

Where  did  you  get  this  pearly  ear? 
God  spoke,  and  it  came  out  to  hear. 

Where  did  you  get  those  arms  and  hands? 
Love  made  itself  into  bonds  and  bands. 

Feet,  whence  did  you  come,  you  darling  things? 
From  the  same  box  as  the  cherub's  wings. 

How  did  they  all  just  come  to  be  you? 
God  thought  about  me,  and  so  I  grew. 

But  how  did  you  come  to  us,  you  dear? 
God  thought  about  you,  and  so  I  am  here. 


84  ETHICS  FOR  CHILDREN 

OCTOBER:  KINDNESS  TO  ANIMALS 

Begin  the  month  with  stories  of  animals.  Ask  the 
children  to  watch  the  squirrels  and  see  them  hide  their 
nuts.  Notice  the  different  kinds  of  squirrels.  Why  do 
they  bury  their  nuts?  What  do  squirrels  do  in  winter? 
What  do  birds  do  in  winter?  What  can  we  do  with  our 
crumbs? 

Attract  birds  or  squirrels  into  the  school  yard  if  you 
can.  Put  water  in  a  dish  for  the  birds.  Let  the  children 
watch  them  bathe.  Notice  how  they  look  round  on  every 
side  before  daring  to  pick  up  food.  Why  are  they  fright- 
ened? How  can  we  help  to  make  them  less  afraid? 

Notice  the  protective  coloration  in  insects.  Study 
the  industry  and  skill  of  spiders.  Get  caterpillars  and 
watch  them  make  cocoons.  Tell  the  children  how  an 
ugly  caterpillar  becomes  an  exquisite  butterfly.  Tell 
the  story  of  "The  Ugly  Duckling,"  by  Hans  Christian 
Andersen. 

Ethical  teaching  never  means  preaching,  but  making 
vivid  to  children  the  world  around  them.  The  lessons 
of  industry  and  of  foresight,  the  truth  that  beauty  may 
come  out  of  ugliness,  will  be  learned  indirectly. 

Tell  the  story  of  Robert  Bruce  and  the  spider. 

Tell  the  fable  of  "The  Ant  and  the  Grasshopper" 
(iEsop). 

Learn:  Psalm  xxiii. 

Read  the  following:  "The  Emperor's  Bird's  Nest," 
by  Henry  W.  Longfellow;  "The  Pet  Lamb,"  by 
William  Wordsworth;  "To  a  Field  Mouse,"  by  Robert 
Burns;  "The  Poor  Turkey  Girl,"  from  Cushing's  Zuni 
Folk-Tales. 


SECOND  YEAR:  HOME  LIFE  35 


'  ST.  FRANCIS  OF  ASSISI  AND  THE  WOLF 

'  Twenty  miles  above  Assisi  in  Italy  is  a  little  town 
called  Gubbio.  Great  mountains  rise  about  it  covered 
with  snow.  One  day  when  St.  Francis  and  his  friends 
entered  it,  he  found  the  men  of  the  village  coming  out 
with  swords,  and  looking  very  sorrowful. 

"God  give  you  peace,  good  brothers,"  said  Francis. 
"Whither  away?"  "Have  you  seen  the  wolf?"  they 
asked  excitedly.  "No,  brother."  "Alas!  it  eats  our 
cattle,  our  goats,  and  even  our  little  children."  And  one 
of  the  men  fell  a-weeping.  Then  he  told  how  his  two 
little  girls  had  been  forbidden  to  go  out  alone.  One 
daj'^  they  disobeyed,  and  when  their  father  went  to  seek 
them,  he  heard  the  wolf  growling  and  found  only  the 
remains  of  their  torn  clothes.  Then  Francis  said :  "  I  will 
go  forth  to  meet  our  brother  wolf."  **  Brother  wolf  in- 
deed! Surely  you  will  meet  your  death,  father,"  an- 
swered the  men.  "Nay,  all  creatures  are  our  brothers 
and  sisters,"  said  Francis.  "  God  will  help  me  to  rea- 
son with  brother  wolf  and  persuade  him  to  forsake  his 
wicked  ways." 

Then  the  men  of  the  village  showed  him  the  way 
through  thick  woods  to  the  den.  There  was  a  harsh 
noise  and  suddenly  a  great  wolf  rushed  out  open- 
mouthed.  But  Francis  did  not  stop  or  tremble.  He 
made  the  sign  of  the  cross  over  the  wolf  and  said: 
"Brother  Wolf,  in  the  name  of  Christ,  I  bid  you  do  no 
harm  to  me  or  to  any  one."  And  the  wolf  crouched 
down  and  crawled  quietly  to  the  feet  of  Francis  like  a 
gentle  dog.  "Brother  Wolf,"  said  Francis,  "you  have 
done  great  and  grievous  wrong  and  every  man's  hand 
is  against  you.  But  I  come  to  make  friends.  Promise 
never  to  hurt  or  kill  any  one  again,  and  we  will  give  you 
abundance  of  food."  Then  the  wolf  bowed  his  head  and 


36  ETHICS  FOR  CHILDREN 

wagged  his  tail.  "Brother  Wolf,  let  all  the  people  see 
that  you  can  be  trusted."  The  wolf  put  his  paw  in  the 
hand  of  Francis.  "Now  come  with  me,"  said  Francis, 
and  the  fierce  wolf  followed  like  a  dog,  wagging  his  tail. 

Then  all  the  people  praised  God  and  promised  to 
give  the  wolf  food.  Never  again  did  he  hurt  any  one 
and  every  day  the  people  fed  him.  When  he  died  after 
two  years  they  were  very  sorry,  for  he  had  become  like 
a  friend  to  all  the  village. 

Questions :  Why  was  the  wolf  so  fierce?  Was  he  hun- 
gry? If  you  pull  a  cat's  tail,  will  she  like  it?  Why? 
What  can  she  do  to  show  she  does  not  like  it?  Has  she 
a  voice  to  ask  you  not  to  hurt  her?  Can  you  give 
her  food?  Will  she  trust  you  when  you  are  kind  to 
her? 

For  further  legends  about  St.  Francis,  read  The 
Little  Flowers  of  St.  Francis,  and  A  Little  Brother  to  the 
Birdsy  by  F.  W.  Wheldon  (Jacobs  &  Co.). 

For  further  stories  and  legends  about  friendly  animals, 
read  The  Book  of  Saints  and  Friendly  Beasts^  by  Abbie 
Farwell  Brown  (Houghton  Mifflin  Co.). 

A  LESSON  OF  MERCY 

BY  ALICE   CARY 

A  boy  named  Peter 

Found  once  in  the  road 
All  harmless  and  helpless, 

A  poor  little  toad; 

And  ran  to  his  playmate. 

And  all  out  of  breath 
Cried,  "John,  come  and  help. 

And  we  '11  stone  him  to  death!**- 


SECOND  YEAR:  HOME  LIFE  37 

And  picking  up  stones. 

The  two  went  on  the  run, 
Saying,  one  to  the  other, 
"Oh,  won't  we  have  fun?'* 

Thus  primed  and  all  ready. 

They  'd  got  nearly  back. 
When  a  donkey  came 

Dragging  a  cart  on  the  track. 

Now  the  cart  was  as  much 

As  the  donkey  could  draw. 
And  he  came  with  his  head 

Hanging  down;  so  he  saw. 

All  harmless  and  helpless, 
'  The  poor  Uttle  toad, 

A-taking  his  morning  nap 
Right  in  the  road. 

He  shivered  at  first. 

Then  he  drew  back  his  leg. 
And  set  up  his  ears, 

Never  moving  a  peg. 

Then  he  gave  the  poor  toad. 

With  his  warm  nose  a  dump. 

And  he  woke  and  got  off 
With  a  hop  and  a  jump. 

And  then  with  an  eye 

Turned  on  Peter  and  John, 
And  hanging  his  homely  head 

Down,  he  went  on. 

**We  can't  kill  him  now,  John," 
Says  Peter,  "that 's  flat. 


S8  ETHICS  FOR  CHILDREN 

In  the  face  of  an  eye  and 
An  action  like  that!" 

"  For  my  part,  I  have  n't 

The  heart  to,"  says  John; 

"But  the  load  is  too  heavy 
That  donkey  has  on : 

"Let 's  help  him";  so  both  lads 
Set  off  with  a  will 
And  came  up  with  the  cart 
At  the  foot  of  the  hill. 

And  when  each  a  shoulder 

Had  put  to  the  wheel. 
They  helped  the  poor  donkey 

A  wonderful  deal. 

When  they  got  to  the  top 

Back  again  they  both  run. 

Agreeing  they  never 

Had  had  better  fun. 

Questions:  Do  toads  do  any  harm?  What  good  do 
they  do?  What  did  Peter  say  when  he  first  saw  the 
toad?  Did  he  mean  to  be  cruel?  WTiat  did  the  donkey 
do  when  he  saw  the  toad?  What  made  John  want  to 
help  the  donkey?  Is  it  better  fun  to  help  animals  or 
to  hurt  them? 

Read  the  chapter  on  "The  Common  Toad,"  by 
Clifton  Hodge,  in  Nature  Study  and  Life  (Ginn  &  Co.). 

Read:  "The  Little  Maiden  and  the  Bird  "  and  "Who 
Stole  the  Bird's  Nest?"  by  Lydia  Maria  Child,  in 
Whittier's  Child-Life  (Houghton  Mifflin  Co.). 


SECOND  YEAR:  HOME  LIFE  39 

NOVEMBER:  GENEROSITY 

MARGARET  OF  NEW  ORLEANS^ 

If  you  ever  go  to  the  beautiful  city  of  New  Orleans, 
go  to  the  old  business  part  of  the  city,  where  there  are 
banks  and  shops  and  hotels,  and  look  at  a  statue  which 
stands  in  a  little  square  there.  It  is  the  statue  of  a 
woman,  sitting  in  a  low  chair,  with  her  arms  around  a 
child,  who  leans  against  her.  The  woman  is  not  at  all 
pretty:  she  wears  thick,  common  shoes,  a  plain  dress, 
with  a  little  shawl,  and  a  sun-bonnet;  she  is  stout  and 
short,  and  her  face  is  a  square-chinned  face;  but  her 
eyes  look  at  you  like  your  mother's. 

Now  there  is  something  very  surprising  about  this 
statue:  it  was  the  first  one  that  was  ever  made  in  this 
country  in  honor  of  a  woman.  Even  in  old  Europe 
there  are  not  many  monuments  to  women,  and  most 
of  the  few  are  to  great  queens  or  princesses,  very  beauti- 
ful and  very  richly  dressed.  You  see,  this  statue  in 
New  Orleans  is  not  quite  like  anything  else. 

It  is  the  statue  of  a  woman  named  Margaret.  Her 
whole  name  was  Margaret  Haughery,  but  no  one  in 
New  Orleans  remembers  her  by  it,  any  more  than  you 
think  of  your  dearest  sister  by  her  full  name;  she  is 
just  Margaret.  This  is  her  story,  and  it  tells  why  people 
made  a  monument  for  her. 

When  Margaret  was  a  tiny  baby,  her  father  and 
mother  died,  and  she  was  adopted  by  two  young  people 
as  poor  and  as  kind  as  her  own  parents.  She  lived  with 
them  until  she  grew  up.  Then  she  married,  and  had  a 
little  baby  of  her  own.  But  very  soon  her  husband  died, 
and  then  the  baby  died  too,  and  Margaret  was  all 
alone  in  the  world.  She  was  poor,  but  she  was  strong, 
and  knew  how  to  work. 

>  From  Storus  to  Tell  to  Children,  by  Sara  Cone  Bryant. 


40  ETHICS  FOR  CHILDREN 

All  day,  from  morning  until  evening,  she  ironed 
clothes  in  a  laundry.  And  every  day,  as  she  worked 
by  the  window,  she  saw  the  little  motherless  children 
from  the  orphan  asylum,  near  by,  working  and  playing 
about.  After  a  while,  there  came  a  great  sickness  upon 
the  city,  and  so  many  mothers  and  fathers  died  that 
there  were  more  orphans  than  the  asylum  could  pos- 
sibly take  care  of.  They  needed  a  good  friend,  now. 
You  would  hardly  think,  would  you,  that  a  poor  woman 
who  worked  in  a  laundry  could  be  much  of  a  friend  to 
them?  But  Margaret  was.  She  went  straight  to  the 
kind  Sisters  who  had  the  asylum  and  told  them  she  was 
going  to  give  them  part  of  her  wages  and  was  going 
to  work  for  them,  besides.  Pretty  soon  she  had 
worked  so  hard  that  she  had  some  money  saved  from 
her  wages.  With  this,  she  bought  two  cows  and  a  little 
delivery  cart.  Then  she  carried  her  milk  to  her  custom- 
ers in  the  little  cart  every  morning;  and  as  she  went, 
she  begged  the  left-over  food  from  the  hotels  and  rich 
houses,  and  brought  it  back  in  the  cart  to  the  hungry 
children  in  the  asylum.  In  the  very  hardest  times  that 
was  often  all  the  food  the  children  had. 

A  part  of  the  money  Margaret  earned  went  every 
week  to  the  asylum,  and  after  a  few  years  that  was 
made  very  much  larger  and  better.  And  Margaret  was 
so  careful  and  so  good  at  business  that,  in  spite  of  her 
giving,  she  bought  more  cows  and  earned  more  money. 
With  this,  she  built  a  home  for  orphan  babies;  she  called 
it  her  baby  house. 

After  a  time,  Margaret  had  a  chance  to  get  a  bakery, 
and  then  she  became  a  bread-woman  instead  of  a  milk- 
woman.  She  carried  the  bread  just  as  she  had  carried 
the  milk,  in  her  cart.  And  still  she  kept  giving  money 
to  the  asylum.  Then  the  great  war  came,  our  Civil  War. 
In  all  the  trouble  and  sickness  and  fear  of  that  time, 
Margaret  drove  her  cart  of  bread;  and  somehow  she 


SECOND  YEAR:  HOME  LIFE  41 

had  always  enough  to  give  the  starving  soldiers,  and 
for  her  babies,  besides  what  she  sold.  And  despite  all 
this,  she  earned  enough  so  that  when  the  war  was  over 
she  built  a  big  steam  factory  for  her  bread.  By  this 
time  everybody  in  the  city  knew  her.  The  children  all 
over  the  city  loved  her;  the  business  men  were  proud 
of  her;  the  poor  people  all  came  to  her  for  advice.  She 
used  to  sit  at  the  open  door  of  her  office,  in  a  calico 
gown  and  a  little  shawl,  and  give  a  good  word  to  every- 
body, rich  or  poor. 

Then,  by  and  by,  one  day,  Margaret  died.  And  when 
it  was  time  to  read  her  will,  the  people  found  that 
with  all  her  giving,  she  had  still  saved  a  great  deal  of 
money,  and  that  she  had  left  every  cent  of  it  to  the 
different  orphan  asylums  of  the  city,  —  each  one  of 
them  was  given  something.  Whether  they  were  for 
white  children  or  black,  for  Jews,  Catholics,  or  Protest- 
ants, made  no  difference  ;  for  Margaret  always  said, 
"They  are  all  orphans  alike."  And  just  think,  dears, 
that  splendid,  wise  will  was  signed  with  a  cross  instead 
of  a  name,  for  Margaret  had  never  learned  to  read  or 
write ! 

When  the  people  of  New  Orleans  knew  that  Margaret 
was  dead,  they  said,  "  She  was  a  mother  to  the  mother- 
less; she  was  a  friend  to  those  who  had  no  friends;  she 
had  wisdom  greater  than  schools  can  teach;  we  will  not 
let  her  memory  go  from  us."  So  they  made  a  statue 
of  her,  just  as  she  used  to  look,  sitting  in  her  own  office 
door,  or  driving  in  her  own  little  cart.  And  there  it 
stands  to-day,  in  memory  of  the  great  love  and  the 
great  power  of  plain  Margaret  Haughery,  of  New 
Orleans. 

Read:  "  The  Wheat  Field,"  in  The  Pig  Brother,  by 
Laura  E.  Richards. 


42  ETHICS  FOR  CHILDREN 

Questions:  Which  child  did  most  work?  Which  was 
the  happiest?  Which  is  richer  —  the  generous  or  the 
selfish  person?  What  riches  has  the  generous  child? 
What  made  the  sheaves  of  the  generous  child  so  beauti- 
ful to  look  at?  What  riches  of  good  deeds  did  Margaret 
of  New  Orleans  have?  What  good  fruits  grow  in  the 
autumn?  What  beautiful  flowers?  Why  do  we  have 
harvest  festivals? 

Learn:  "It  is  more  blessed  to  give  than  to  receive.** 

DECEMBER:  PEACE  AND  GOOD  WILL 

These  lessons  will  come  directly  after  the  November 
lessons  in  Generosity,  and  the  same  idea  can  be  expressed 
in  the  form  of  generosity  to  family  and  friends. 

Questions :  What  are  you  going  to  make  for  Christ- 
mas? What  would  mother  like  best?  If  you  could 
make  something  yourself,  would  she  like  it  better  or 
worse  than  if  you  bought  something?  Why?  Why 
do  you  think  that  people  give  presents  at  Christmas? 
Who  was  born  at  Christmas? 

Learn:  "Cradle  Hymn,"  by  Watts,  or  "Little  Town 
of  Bethlehem,"  by  Phillips  Brooks. 

Read:  Matthew,  Chap,  ii,  verses  1  to  12  (The  Wise 
Men  from  the  East). 

Learn: 

THE  LAMB 

BY   WILLIAM   BLAKE 

Little  lamb,  who  made  thee? 
Dost  thou  know  who  made  thee, 
Gave  thee  life,  and  bade  thee  feed 
By  the  stream  and  o'er  the  mead; 


SECOND  YEAR:  HOME  LIFE  43 

Gave  thee  clothing  of  delight. 
Softest  clothing,  woolly,  bright; 
Gave  thee  such  a  tender  voice. 
Making  all  the  vales  rejoice; 
Little  lamb,  who  made  thee? 
Dost  thou  know  who  made  thee? 

Little  lamb,  I'll  tell  thee! 
Little  lamb,  I'll  tell  thee. 
He  is  called  by  thy  name. 
For  He  calls  himself  a  Lamb: 
He  is  meek  and  He  is  mild; 
He  became  a  little  child, 
I  a  child,  and  thou  a  lamb. 
We  are  called  by  His  name. 
Little  lamb,  God  bless  thee; 
Little  lamb,  God  bless  thee. 

THE  LITTLE  LOAF^ 

Many  years  ago,  there  was  a  great  famine  in  Ger- 
many, and  the  poor  people  suffered  from  hunger.  A 
rich  man  who  loved  children  sent  for  twenty  of  them 
and  said  to  them:  "In  this  basket  there  is  a  loaf  of 
bread  for  each  of  you.  Take  it  and  come  back  again 
every  day  till  the  famine  is  over.  I  will  give  you  a  loaf 
each  day." 

The  children  were  very  hungry.  They  seized  the 
basket  and  struggled  to  get  at  the  largest  loaf.  They 
even  forgot  to  thank  the  man  who  had  been  kind  to 
them.  After  a  few  minutes  of  quarreling  and  snatching 
for  bread,  every  one  ran  away  with  his  loaf  except  one 
little  girl  named  Gretchen.  She  stood  there  alone  at  a 
little  distance  from  the  gentleman.  Then,  smiling,  she 
took  up  the  last  loaf,  the  smallest  of  all,  and  thanked 
him  with  all  her  heart. 

>  Adapted  from  Cowdery's  Moral  Letiona,  1862  (Cowperthvaite  &  Co.). 


44  ETHICS  FOR  CHILDREN 

Next  day  the  children  came  again,  and  they  behaved 
as  badly  as  ever.  Gretchen,  who  would  not  push  with 
the  rest,  received  only  a  tiny  loaf  scarcely  half  the  size 
of  the  others.  But  when  she  came  home  and  her  mother 
began  to  cut  the  loaf,  out  dropped  six  shining  coins  of 
silver. 

"Oh,  Gretchen!"  exclaimed  her  mother,  "this  must 
be  a  mistake.  The  money  does  not  belong  to  us.  Run 
as  quick  as  you  can  and  take  it  back  to  the  gentleman.** 

So  Gretchen  carried  it  back,  but  when  she  gave  the 
gentleman  her  mother's  message,  he  said:  "No,  no,  it 
was  not  a  mistake.  I  had  the  silver  baked  into  the 
smallest  loaf  in  order  to  reward  you.  Remember  that 
the  person  who  is  contented  to  have  a  small  loaf  rather 
than  quarrel  for  a  larger  one  will  find  blessings  that  are 
better  than  money  baked  in  bread.'* 

Learn: 

SOMEBODY 

Somebody  did  a  golden  deed; 
,  Somebody  proved  a  friend  in  need; 
Somebody  sang  a  beautiful  song; 
Somebody  smiled  the  whole  day  long; 
Somebody  thought,  "  'T  is  sweet  to  live'*; 
Somebody  said,  "I'm  glad  to  give"; 
Somebody  fought  a  valiant  fight; 
Somebody  lived  to  shield  the  right; 
Was  that  "Somebody"  you? 

Anonymous. 

THE  LESSON  OF  THE  LOOKING-GLASS 

"I  think  it  's  perfectly  mean,"  said  Elizabeth. 
"So  do  I,"  said  Dorothy,  "It  is  as  early  as  early  can 
be,  and  we  're  just  in  the  middle  of  the  most  exciting 


SECOND  YEAR:  HOME  LIFE  45 

game.  I  have  got  four  points  and  Betty  has  three. 
Oh!  do  let  us  sit  up  a  little  longer." 

"No,  it  's  half-past  seven,"  said  their  aunt,  "and 
that  's  bed-time.  You  can  keep  all  the  cards  just  as 
they  are  on  the  table,  and  begin  to  play  again  to-mor- 
row after  school.   Now  run  upstairs." 

"I  think  you  might  let  us  play  just  five  minutes/* 
said  Betty. 

"Please,  please.  Aunt  Ellen,"  said  Dorothy. 

The  two  girls  had  begun  to  tease,  and  as  of  course 
teasing  is  the  worst  way  to  get  anything,  their  aunt 
sent  them  upstairs  at  once. 

They  pouted;  tossed  back  their  heads  and  said  that 
she  was  mean,  and  then  they  stamped  up  the  stairs  as  if 
they  had  been  camels.  But  presently  they  both  burst 
out  laughing. 

"What  is  it?"  called  their  aunt. 

"Oh,  Aunt  Ellen,"  they  called  back  over  the  stairs, 
"we  just  looked  in  the  glass  and  our  faces  looked  so 
ugly  and  queer  and  silly  that  we  could  n't  help  laughing. 
And  now  we're  not  angry  any  more.  Do  come  and  kiss 
us  good-night." 

Read  the  poem  of  "The  Pig  and  the  Hen,"  by  Alice 
Gary.   (See  page  7  of  this  book.) 

Read:  "Nellie  was  Carl's  Sister,"  from  Ethics,  by 
Julia  M.  Dewey. 

Read:  "Sir  Philip  Sidney,"  from  James  Baldwin's 
Fifty  Famous  Stories  (American  Book  Co.). 

THE  MAGIC  MASK^ 

There  was  once  a  great  and  powerful  prince.  He  had 
hundreds  of  soldiers  in  his  army,  and  with  their  help 

1  Adapted  by  Mrs.  Charles  A.  Lane,  in  The  Firtt  Book  </  Religion. 


46  ETHICS  FOR  CHILDREN 

he  had  conquered  vast  strips  of  country,  over  which  he 
ruled.  He  was  wise  as  well  as  brave,  but,  though  all 
men  feared  bis  iron  will  and  respected  his  strong  pur- 
pose, no  one  loved  him.  As  he  grew  older,  he  became 
lonely  and  unhappy,  and  this  made  him  sterner  and 
colder,  and  more  severe  than  ever.  The  lines  about  his 
mouth  were  hard  and  grim,  there  was  a  deep  frown  on 
his  forehead,  and  his  lips  rarely  smiled. 

Now  it  happened  that  in  one  of  the  cities  over  which 
he  had  come  to  rule  was  a  beautiful  princess  whom  he 
wished  to  have  for  his  wife.  He  had  watched  her  for 
many  months  as  she  went  about  among  the  people,  and 
he  knew  that  she  was  as  good  and  kind  as  she  was 
beautiful.  But,  because  he  always  wore  his  armor  and 
his  heavy  helmet  when  he  rode  through  his  dominions, 
she  had  never  seen  his  face.  ;  4 

The  day  came  when  he  made  up  his  mind  that  he 
would  ask  the  lovely  princess  to  come  and  live  in  his 
palace.  He  put  on  his  royal  robes  and  his  golden  coro- 
net; but,  when  he  looked  at  his  reflection  in  the  glass, 
he  could  see  nothing  but  what  would  cause  fear  and 
dislike.  His  face  looked  hard  and  cruel  and  stern.  He 
tried  to  smile,  but  it  seemed  an  unnatural  effort  and  he 
quickly  gave  it  up.  Then  a  happy  notion  came  to  him. 
Sending  for  the  court  magician,  he  said  to  him:  "Make 
for  me  a  mask  of  the  thinnest  wax  so  that  it  will  follow 
every  line  of  my  features,  but  paint  it  with  your  magic 
paints  so  that  it  will  look  kind  and  pleasant  instead  of 
fierce  and  stern.  Fasten  it  upon  my  face  so  that  I  shall 
never  have  to  take  it  off.  Make  it  as  handsome  and 
attractive  as  your  skill  can  suggest,  and  I  will  pay  for 
it  any  price  you  choose  to  ask." 

"This  I  can  do,"  said  the  court  magician,  "on  one 
condition  only.  You  must  keep  your  own  face  in  the 
same  lines  that  I  shall  paint,  or  the  mask  will  be  ruined. 
One  angry  frown,  one  cruel  smile  will  crack  the  mask 


SECOND  YEAR:  HOME  LIFE  47 

and  ruin  it  forever;  nor  can  I  replace  it.  Will  you  agree 
to  this?" 

The  prince  had  a  strong  will,  and  never  in  his  life 
had  he  wanted  anything  so  much  as  he  now  wanted 
the  princess  for  his  wife.  "Yes,"  he  said,  "I  agree.  Tell 
me  how  I  may  keep  the  mask  from  cracking." 

"  You  must  train  yourself  to  think  kindly  thoughts,'* 
said  the  magician,  "and,  to  do  this,  you  must  do  kindly 
deeds.  You  must  try  to  make  your  kingdom  happy 
rather  than  great.  Whenever  you  are  angry,  keep  abso- 
lutely still  until  the  feeling  has  gone  away.  Try  to 
think  of  ways  to  make  your  subjects  happier  and  better. 
Build  schools  instead  of  forts,  and  hospitals  instead  of 
battleships.   Be  gracious  and  courteous  to  all  men." 

So  the  wonderful  mask  was  made,  and  when  the 
prince  put  it  on,  no  one  would  have  guessed  that  it  was 
not  his  true  face.  The  lovely  princess,  indeed,  could 
find  no  fault  with  it,  and  she  came  willingly  to  be  his 
bride  in  his  splendid  palace.  The  months  went  on,  and» 
though  at  first  the  magic  mask  was  often  in  danger  of 
being  destroyed,  the  prince  had  been  as  good  as  his 
word,  and  no  one  had  ever  discovered  that  it  was  false. 
His  subjects,  it  is  true,  wondered  at  his  new  gentle- 
ness and  thoughtfulness,  but  they  said:  "It  is  the 
princess  who  has  made  him  like  herself." 

The  prince,  however,  was  not  quite  happy.  When 
the  princess  smiled  her  approval  of  his  forbearance  and 
goodness,  he  used  to  wish  that  he  had  never  deceived 
her  with  the  magic  mask.  At  last  he  could  bear  it  no 
longer,  and,  summoning  the  magician,  he  bade  him  re- 
move the  false  face. 

"If  I  do,  your  Royal  Highness,"  protested  the  ma- 
gician, "I  can  never  make  another.  You  must  wear 
your  own  face  as  long  as  you  live." 

"Better  so,"  cried  the  prince,  "than  to  deceive  one 
whose  love  and  trust  I  value  so  greatly.  Better  even 


48  ETHICS  FOR  CHILDREN 

that  she  should  always  despise  me  than  that  I  should 
go  on  doing  what  is  unworthy  for  her  sake." 

Then  the  magician  took  off  the  mask,  and  the  prince 
in  fear  and  anguish  of  heart  sought  his  reflection  in  the 
glass.  As  he  looked,  his  eyes  brightened  and  his  lips 
curved  into  a  radiant  smile,  for  the  ugly  lines  were  gone, 
the  frown  had  disappeared,  and  his  face  was  moulded  in 
the  exact  likeness  of  the  mask  he  had  worn  so  long. 
And,  when  he  came  into  the  presence  of  his  wife,  she 
saw  only  the  familiar  features  of  the  prince  she  loved. 

Questions:  Do  we  make  our  own  faces?  How? 
Are  happy  people  better-looking  than  discontented 
ones?  How  did  the  prince  grow  to  be  kind  and 
pleasant?  If  you  take  away  a  toy  from  a  baby, 
he  is  likely  to  cry:  will  he  be  ashamed,  when  he  is 
older,  to  cry  for  everything  he  wants?  Will  he  train 
himself  not  to  cry?  Do  you  think  you  could  teach 
yourself  to  write  if  there  was  no  one  to  show  you? 
How  could  you  do  it  ?  What  else  can  we  teach  our- 
selves? 

JANUARY:  OUR  FAMILY 

Begin  the  month  by  speaking  of  home  ties.  Who  are 
our  best  friends?  What  do  they  do  for  us?  How  can  we 
show  our  love?  Suggest  ways  of  helpfulness  at  home, 
as  by  doing  errands  quickly;  caring  for  baby,  setting 
the  table,  getting  dressed  without  help. 

The  main  part  of  the  month  can  be  given  to  the 
story  of  Joseph  and  his  brethren.  The  story  of  Joseph 
brings  out  the  strong  bond  of  family  feeling.  The 
events  can  be  told  day  by  day  as  a  continuous  story  be- 
ginning with  Genesis,  Chap,  xxxvii,  omitting  verse  2. 
The  points  to  accent  in  the  story  are   (a)  Family 


SECOND  YEAR:  HOME  LIFE  49 

and  pastoral  life  in  the  Far  East;  (b)  Joseph's  boast- 
ing and  his  brothers'  dislike  of  it.  Does  any  one  like 
boasting?  (c)  The  taunt,  "Behold  this  dreamer  com- 
eth,"  by  which  the  brothers  increased  their  anger; 
(d)  Reuben's  desire  to  save  Joseph;  (e)  The  love  of 
Jacob  for  Joseph;  (f)  Joseph's  success  in  Egypt,  due  to 
his  attractive  nature,  his  loyalty  in  doing  his  master's 
business,  and  his  wise  judgment;  (g)  How  Joseph  won 
affection  even  in  prison;  (h)  Joseph's  wise  advice  to 
Pharaoh;  (i)  Joseph's  apparent  harshness,  but  real 
kindness  to  his  brothers;  (j)  The  repentance  of  the 
brothers;  (k)  The  strong  emotion  shown  by  Joseph  for 
them  even  after  years  of  separation;  (1)  The  truthful- 
ness of  the  brothers  when  they  returned  to  Joseph; 
(m)  Joseph's  special  love  of  Benjamin;  (n)  Judah's  plea 
to  save  Benjamin;  (o)  Joseph's  noble  attitude  in  telling 
who  he  was:  "So  now  it  was  not  you  that  sent  me 
hither  but  God  ";  (p)  The  meeting  of  Jacob  and  Joseph; 
(q)  The  fulness  of  the  forgiveness  shown  by  Joseph. 

THE  STORY  OF  JOSEPH 

Part  I.  Joseph  and  his  Brothers.  Genesis,  Chap. 
zxxvii. 

Joseph  was  the  son  of  Jacob,  and  he  had  many  older 
brothers  and  a  little  brother  named  Benjamin.  When 
Joseph  was  seventeen  years  old,  he  used  to  feed  the 
flocks  with  his  brethren.  Now  Jacob  loved  Joseph  more 
than  all  his  children  and  he  made  him  a  coat  of  many 
colors.  And  his  brothers  saw  that  their  father  loved 
Joseph  most  and  they  hated  him.  And  Joseph  dreamed 
a  dream  and  he  told  it  to  his  brothers,  and  they  hated 
him  yet  the  more.  Read  Chap,  xxxvii. 


50  ETHICS  FOR  CHILDREN 

Questions:  Which  brother  was  the  kindest?  Did 
Reuben  want  to  save  Joseph?  Where  did  Joseph  go? 
Why  did  his  brothers  dislike  Joseph?  Were  they  sorry 
for  their  wron^-doing  ? 

Part  II.  Joseph  in  Egypt.  Begin  Genesis,  Chap, 
xxxix,  verses  1  to  6.  It  came  to  pass  after  these  things 
that  his  master's  wife  cast  her  eyes  upon  Joseph,  but 
as  she  spake  to  Joseph  day  by  day  he  hearkened  not 
to  her.  For  he  said:  "Behold  my  master  hath  com- 
mitted all  that  he  hath  to  my  care  and  I  must  do  his 
business."  Then  she  was  angry  and  she  made  her 
husband  believe  that  Joseph  was  a  bad  man,  and 
Joseph's  master  took  him  and  put  him  into  prison. 
Read  Chap,  xxxix,  verse  20,  to  Chap.  xlii. 

Part  III.  The  Brothers  come  to  Joseph  for  help.  Read 
Genesis,  Chaps,  xlii  and  xliii.  Bring  out  Joseph's  love 
of  his  father  and  his  great  anxiety  to  hear  about  him. 

Questions:  Why  did  Joseph  pretend  to  be  rough 
with  his  brothers?  Did  Joseph  really  mean  to  be  kind 
to  them?  Did  he  want  to  see  little  Benjamin?  Were 
the  brothers  sorry  that  they  had  been  unkind  to  Joseph? 
(Chap,  xlii,  verse  21.)  What  food  did  Joseph  give 
them?  Was  Joseph  glad  to  see  Benjamin?  What  ques- 
tion did  he  ask  about  his  father?  What  did  he  say  to 
Benjamin? 

Part  IV.  Joseph  forgives  his  brothers.  Read  Genesis, 
Chaps,  xliv,  xlv,  and  xlvi  (omitting  verses  8  to  28),  and 
xlvii  to  verse  12. 

Read:   "Somebody's   Mother,"   in   White's   Schoci 
Management. 
Read :  Martin  Luther's  letter  to  his  little  son. 


SECOND  YEAR:  HOME  LIFE  61 


THE  SQUIRREL'S  DEVOTION* 

Many  ages  ago,  in  the  far-away  land  of  India,  a  great 
tamarisk  tree  grew,  with  wide-spreading  branches,  far 
over  the  surface  of  a  great  lake,  clear,  shining,  and  still. 
Morning,  midday,  and  evening  shone  with  varying 
beauty  in  the  lake  where  the  green  boughs  of  the  tama- 
risk waved  in  the  quiet  air. 

Far  up  in  the  very  crown  of  the  tamarisk,  a  mother 
squirrel  built  her  home.  Here  the  gentle  swinging  of  the 
branches  rocked  the  baby  squirrel's  cradle,  so  that  the 
little  one  slept  quietly,  waiting  for  the  glad  day  to  come 
when  he  might  frolic  through  the  beautiful  green  bower 
as  his  mother  did. 

But  one  day  a  great  storm  arose.  Away  over  the  sky 
spread  angry  clouds.  The  lake  shivered  and  the  sun- 
shine fled  from  its  face.  The  big  tamarisk  trembled  as 
the  storm  struck  limb  after  limb  from  its  strong  trunk. 
Suddenly  the  squirrel's  nest  was  hurled  from  its  green 
security,  and,  frail  little  home  that  it  was,  the  baby 
squirrel  could  have  even  its  unsafe  shelter  for  but  a  few 
moments  as  it  dashed  up  and  down  on  the  storm-lashed 
waves. 

A  great  fear  struck  the  heart  of  the  mother  squirrel, 
standing  on  the  lake's  edge,  her  pouches  filled  with 
milky  nuts  for  her  little  one.  No  help  was  near.  No 
great  swan,  on  whose  white  back  she  might  rescue  her 
slowly  sinking  child.  No  kind,  strong  eagle  was  near  to 
cleave  the  storm  with  his  dark  pinions  to  the  little  squir- 
rel's side.  No  kind  boy  in  a  strong  boat  to  come  to  the 
mother's  aid.  Must  the  mother  stand  still  and  see  her 
baby  drown?   What  could  she  do? 

Suddenly  the  great  fear  was  gone  and  a  great  joy 
took  its  place.   There  was  just  one  thing  to  be  done. 

^  Told  by  a  native  Hindoo. 


52  ETHICS  FOR  CHILDREN 

Empty  the  lake  of  its  water,  and  lead  her  little  son  to 
the  safe  shelter  of  the  friendly  bank. 

Without  an  instant's  delay,  the  mother  squirrel  set 
to  work.  Into  the  lake  she  plunged,  soaked  her  long 
feathery  tail  in  the  water,  climbed  out,  ran  to  the  crest 
of  a  little  hill,  squeezed  out  the  water  on  its  further 
side,  then  back  to  repeat  the  work,  over  and  over,  and 
over. 

But  while  the  mother  wrought  thus  with  all  her  soul 
and  with  all  her  might,  the  great  Father  looked  down 
with  joy  to  see  this  faithful  mother  do  all  she  could  to 
save  her  child.  Swift  as  a  flash  of  lightning  went  forth 
the  command  to  an  angel  to  help  the  mother  and  save 
the  child.  Like  a  gleam  of  sunshine  he  flew  to  obey. 
Like  a  flash  of  light  the  little  wet  clinging  squirrel  was 
restored  to  its  rejoicing  mother,  who  had  done  every- 
thing in  her  little  power  to  accomplish  the  miracle  that 
the  angel  had  been  sent  to  assist  in.  But  whether  the 
angel  was  the  white  swan,  or  the  black  eagle,  or  a  kind- 
hearted  lad  with  a  friendly  boat,  I  do  not  know. 


FEBRUARY:  THE  GOLDEN  RUI.E 

LINCOLN'S  UNVARYING  KINDNESS 

Abraham  Lincoln  loved  birds  and  animals.  It  hurt 
him  to  have  any  of  them  suffer.  Even  when  he  was  very 
busy  he  would  stop  to  help  an  animal  in  distress. 

One  day  Lincoln  and  a  party  of  his  friends  were 
traveling  through  a  thicket  of  wild  plum  and  crab-apple 
trees.  It  was  a  warm  day,  and  they  stopped  to  water 
their  horses.  Soon  the  party  was  ready  to  start  off 
again,  but  Lincoln  was  not  to  be  found. 

"Where  is  Lincoln?"  every  one  asked.  "I  saw  him 
a  few  minutes  ago,"  answered  one  of  the  party.   "He 


SECOND  YEAR:  HOME  LIFE  63 

had  found  two  little  birds  who  had  tumbled  out  of  their 
nest,  and  he  was  looking  about  to  find  the  nest  so  that 
he  could  put  them  back  safely." 

Before  long  Lincoln  returned,  looking  very  happy. 
He  had  found  the  nest  and  put  the  birds  back  safely. 
His  friends  laughed  to  think  that  he  had  taken  so 
miich  trouble  for  two  young  birds,  but  Lincoln  said : 
"If  I  had  not  put  those  birds  back  in  the  nest  where 
their  mother  will  feed  them,  I  could  not  have  slept  all 
night." 

We  all  would  have  liked  to  help  the  birds,  but  Lincoln 
was  kind  to  every  living  creature.  One  day  he  passed 
a  beetle  that  lay  sprawling  on  its  back,  trying  in  vain  to 
turn  over.  He  went  right  back  and  put  it  straight.  "Do 
you  know,"  he  told  the  friend  who  was  with  him,  "if 
I  'd  left  that  bug  struggling  there  on  his  back,  I  should  n't 
have  felt  just  right.  I  wanted  to  put  him  on  his  feet 
and  give  him  a  chance  with  all  the  other  bugs  of  his 
class." 

Questions:  Would  the  little  birds  have  been  happy 
out  of  their  nest?  If  every  one  were  kind,  would  birds 
become  tame?  What  can  we  do  to  make  them  know 
we  won't  hurt  them?  Do  you  like  other  people  to  tease 
you?  Then  do  you  want  really  to  tease  any  one?  Do 
you  like  to  have  other  children  give  you  a  share  of  their 
luncheon?  Then  what  can  you  do  for  them?  Do  you 
like  your  older  sister  to  wait  for  you?  What  can  you 
do  for  her? 

Learn : "  Do  unto  others  as  you  would  that  they  should 
do  unto  you." 

Read:  "A  Bit  of  Loving  Kindness,"  in  Julia  M. 
Dewey's  Ethics. 

Read:  "  The  Pinks,"  by  F.  Krummacher,  in  ChUd 
Classics,  by  Georgia  Alexander  (Bobbs-Merrill  Co.). 


64  ETHICS  FOR  CHILDREN 

Tell  the  story  of  Longfellow's  "Bell  of  Atri." 

MARCH:  GOOD  DEEDS 

THE  HONEST  FARMER 

There  was  a  war  in  Germany  long  ago  and  thousands 
of  soldiers  were  scattered  over  the  country.  A  captain 
of  cavalry,  who  had  a  great  many  men  and  horses  to 
feed,  was  told  by  his  colonel  that  he  must  get  food  from 
the  farms  near  by.  The  captain  walked  for  some  time 
through  the  lonely  valley,  and  at  last  knocked  at  the 
door  of  a  small  cottage.  The  man  who  opened  it  looked 
old  and  lame.   He  leaned  on  a  stick. 

"Good-day,  sir,"  said  the  captain.  "Will  you  kindly 
show  me  a  field  where  my  soldiers  can  cut  the  grain  and 
carry  it  off  for  our  army?"  The  old  man  led  the  soldiers 
through  the  valley  for  about  a  mile,  and  in  the  distance 
they  saw  a  field  of  barley  waving  in  the  breeze. 

"This  is  just  what  we  want.  We  '11  stop  here,"  ex- 
claimed the  captain. 

"No,  not  yet,"  said  the  old  man.  "You  must  follow 
me  a  little  further." 

After  another  mile  or  two,  they  came  to  a  second 
field  of  barley.  The  soldiers  alighted,  cut  down  the 
grain,  tied  it  in  sheaves,  and  rode  away  with  it. 

Then  the  captain  said  to  the  old  farmer:  "Why  did 
you  make  us  walk  so  far?  The  first  field  of  barley  was 
better  than  this  one." 

"That  is  true,  sir,"  answered  the  honest  old  man; 
"but  it  was  not  mine." 

Read  the  story  of  "The  Golden  Windows,"  in  Laura 
E.  Richards'  book  of  that  name. 


SECOND  YEAR:  HOME  LIFE  55 

Learn: 

WHICH  LOVED  BEST 

BY  JOY  ALLISON 

**I  love  you,  mother,"  said  little  John; 
Then  forgetting  his  work,  his  cap  went  on,' 
And  he  was  off  to  the  garden  swing, 
Leaving  his  mother  the  wood  to  bring. 

*'I  love  you,  mother,"  said  little  Nell, 
**I  love  you  better  than  tongue  can  tell." 
Then  she  teased  and  pouted  half  the  day. 
Till  mother  rejoiced  when  she  went  to  play. 

**I  love  you,  mother,"  said  little  Fan, 

"To-day  I'U  help  you  all  I  can." 
To  the  cradle  then  she  did  softly  creep. 
And  rocked  the  baby  till  it  fell  asleep. 

Then  stepping  softly  she  took  the  broom 
And  swept  the  floor  and  dusted  the  room. 
Busy  and  happy  all  day  was  she. 
Helpful  and  cheerful  as  child  could  be. 

"I  love  you,  mother,"  again  they  said. 

Three  little  children  going  to  bed. 

How  do  you  think  the  mother  guessed 
.  Which  of  them  really  loved  her  best? 

Leam:  "My  little  children,  let  us  not  love  in  word 
only,  neither  in  tongue,  but  in  deed  and  in  truth  ** 
(1st  Epistle  of  St.  John,  Chap,  iv,  verse  18). 

Read:  "How  the  Camel  got  his  Hump,"  in  Just-So 
Stories,  by  Rudyard  Kipling  (Doubleday,  Page  &  Co.). 


56  ETHICS  FOR  CHILDREN 


APRIL:  THE  COMING  OF  SPRING 

Bring  something  beautiful  to  school  each  day. 

Ask  the  children  to  find  new  growing  flowers  or 
grasses  and  to  tell  of  birds  and  insects  they  have  heard 
and  seen. 

THE  AWAKENING* 

It  was  a  mild  December  morning ;  the  sun  shone 
brightly  and  the  birds  hopped  about  merrily. 

"A  pretty  enough  little  place  this,"  said  a  young 
sparrow  to  himself  as  he  looked  into  the  garden.  Then 
he  hopped  about  in  search  of  something  to  eat.  Pres- 
ently he  came  to  a  little  round  brown  ball  lying  at  the 
foot  of  a  tree,  and  gave  it  a  sharp  peck. 

"Oh!  please  don't!"  said  the  bulb  in  an  imploring 
tone. 

"Then  tell  me  what  you  are,  for  I  will  know,"  said 
the  sparrow,  pecking  at  it  again. 

"I  am  called  snowdrop,"  was  the  answer. 

"Well,  you're  a  queer  little  thing,"  said  the  sparrow. 

"I  may  not  be  as  ugly  as  I  look,"  said  the  bulb. 

"Not  so  ugly  as  you  look?  Well  done,  that  is  a  cap- 
ital idea!  Ha  ha!"  and  the  sparrow  stood  laughing  till 
his  feathers  shook. 

"It  is  quite  true,  I  assure  you,"  said  the  snowdrop. 

"Then  take  off  that  frightful  brown  cloak  and  let  me 
see  you,"  said  the  sparrow. 

"I  may  not,"  answered  the  bulb,  "I  must  wait." 

The  sparrow  could  not  resist  another  peck  at  the  old 
brown  coat. 

"When  will  you  get  rid  of  your  old  cloak?"  he  asked. 

"Oh,  by  and  by.   I  don't  know  exactly  when." 

*  From  Earth'*  Many  Voices,  by  Mrs.  Margaret  Gatty  (abridged). 


SECOND  YEAR:  HOME  LIFE  57 

"And  then  what  will  you  look  like,  may  I  ask?** 

"Oh,  I  shall  be  pure  and  white  and  stainless  like  the 
stainless  snow." 

"White!  a  little  white  ball  instead  of  a  brown  one?'* 

"No,  no,  not  that,  ever  so  much  more  fair.  But  it  is 
of  no  use  to  ask  me,  for  I  cannot  say  what  I  shall  be." 

"Well,"  said  the  sparrow,  "you  don't  know  when, 
and  you  don't  know  what,  and  you  believe  all  that, 
and  you  are  going  to  wait  here  in  the  cold  no  one 
knows  how  long  till  this  astonishing  change  comes  to 
pass." 

"I  did  not  say  no  one  knows,"  answered  snowdrop 
quietly;  "and  I  am  not  to  wait  where  you  see  me.  I 
shall  be  hidden  down  in  the  earth  for  a  little  until  the 
time  comes,  and  then  —  then  you  will  see." 

And  here  the  snowdrop's  voice,  so  gentle  and  soft, 
rose  with  a  sound  of  joy  and  hope  that  floated  heaven- 
ward. There  was  something  in  that  tone  that  checked 
the  rude  laughter  of  the  sparrow,  so  he  hopped  away 
saying,  "  Well,  I  'm  only  a  this-year  bird,  so  there  may 
perhaps  be  just  a  few  things  I  don't  know." 

"Crocus,  yellow  crocus,"  whispered  the  snowdrop, 
"you  will  wear  your  cloth  of  gold  by  and  by?" 

"Surely,  surely!"  was  the  answer,  and  the  trees  and 
plants  of  the  garden  took  up  the  reply  of  the  crocus 
singing,  "Surely,  surely." 

Then  the  snow  came  and  whitened  the  earth.  At  last 
one  morning,  our  little  friend  the  sparrow  came  hop- 
ping and  pecking  and  chirping  just  as  daintily  as  ever. 
"Dear  meJ"  he  said  suddenly,  "this  reminds  me  of 
something  ages  ago.  Oh !  now  I  remember.  It  was  here 
I  met  the  little  brown  coat  who  flattered  himself  there 
was  something  grand  in  store  for  him." 

"Are  you  sure  that  little  brown  coat  was  wrong?'* 
asked  a  voice,  and  the  sparrow  saw  a  delicate  whit9 
flower  bending  meekly  upon  a  slender  stem.^  •• 


58  ETHICS  FOR  CHILDREN 

"I  don't  think  he  was  right,  certainly,"  answered  the 
sparrow. 

"What  has  become  of  your  friend?  "  asked  the  flower. 

"Oh,  sleeping  down  below  there,  or  crumbled  away 
to  nothing  by  this  time,  I  dare  say." 

"Nay,  nay,  my  friend,  don't  you  know  my  voice? 
I  told  you  I  should  some  day  rise  up  white  and  fair  and 
stainless." 

"Snowdrop!  is  it  possible?"  was  all  the  astonished 
little  bird  could  say. 

"Yes,  yes,  you  saw  me  lie  down  in  hope  and  trust. 
I  believed  the  awakening  would  come,  surely,  surely." 

And  a  soft  song  rang  from  the  silver  snowdrops  and 
the  crocuses,  a  song  of  joy  which  said:  "We  knew  the 
awakening  would  come,  surely,  surely ! " 

Learn: 

THE  BROWN  THRUSH » 

BY   LUCY   LAECOM 

There's  a  merry  brown  thrush  sitting  up  in  the  tree. ' 

"He's  singing  to  me!  He's  singing  to  me!" 

And  what  does  he  say,  little  girl,  little  boy?  , 

"O,  the  world  's  running  over  with  joy! 

Don't  you  hear?  Don't  you  see? 

Hush!  Look!  In  my  tree 

I  'm  as  happy  as  happy  can  be!" 

And  the  brown  thrush  keeps  singing,  **A  nest  do  you 

see, 
And  five  eggs,  hid  by  me  in  the  juniper-tree? 
Don't  meddle !  don't  touch !  little  girl,  little  boy. 
Or  the  world  will  lose  some  of  its  joy ! 
Now  I  'm  glad !  Now  I  'm  free ! 
And  I  always  shall  be. 
If  you  never  bring  sorrow  to  me." 

>  From  Childhood  Song*,  by  Lucy  Larcom  (HoughtoB  Mifflin  &>.)■ 


SECOND  YEAR:  HOME  LIFE  59 

So  the  merry  brown  thrush  sings  away  in  the  tree. 

To  you  and  to  me,  to  you  and  to  me; 

And  he  sings  all  the  day,  little  girl,  little  boy, 

"O,  the  world  's  running  over  with  joy! 

But  long  it  won't  be 

Don't  you  know?  Don't  you  see? 

Unless  we  are  as  good  as  can  be.  '* 


MAY:  KINDNESS  TO  THE  SICK 
AND  OLD 

Read :  "  Five  Peas  in  a  Pod,"  by  Hans  Christian 

Andersen. 

Tell  the  stories  of: 

1.  iEneas  carrying  Anchises  out  of  burning  Troy. 

2.  Ulysses  and  Telemachus. 

3.  Lear  and  Cordelia  (Lamb's  Tales  from  Shake- 
speare). 

DAMA'S  JEWELS  » 

Dama  was  a  dealer  in  jewels  who  lived  long  ago  in 
Palestine  in  the  far  East.  He  had  the  most  beautiful 
and  valuable  jewels  anywhere  to  be  found.  One  day 
the  high  priest  in  the  temple  needed  some  jewels  for  his 
breastplate  and  he  sent  some  messengers  to  Dama  to 
buy  the  most  beautiful  jewels  they  could  get.  Dama 
spread  out  before  them  a  number  of  beautiful  stones, 
but  they  wanted  even  more  sparkling  ones.  "Then," 
said  Dama,  "I  will  get  some  of  my  very  most  precious 
ones  out  of  a  cabinet  in  my  father's  room";  and  he 
went  to  find  the  jewels.  Presently  Dama  came  back 
without  any  jewels.  He  said  that  he  was  very  sorry,  but 
he  could  not  get  them. 

'  From  the  Damayata, 


60  ETHICS  FOR  CHILDREN 

Then  the  visitors  offered  him  an  immense  sum  of 
money,  but  still  he  said  that  he  could  not  oblige  them 
now.  If  they  would  return  in  an  hour  or  two  he  could 
probably  suit  them.  "We  cannot  wait,"  they  said, 
"  we  need  the  jewels  at  once  to  mend  the  breastplate." 
So  they  went  away.  "Why  did  you  not  sell  the  jewels 
and  make  us  rich?"  asked  Dama's  wife.  "Why,"  said 
Dama,  "when  I  opened  the  door  of  my  father's  room, 
I  saw  that  he  was  asleep  on  the  couch.  I  tried  to  enter 
noiselessly,  but  the  door  creaked  on  its  hinges  and  the 
old  man  started  in  his  sleep.  I  thought  to  myself,  *I 
will  not  disturb  the  slumber  of  my  father  even  if  it 
makes  me  rich.   He  is  far  dearer  to  me  than  gold.'  " 

Questions :  Do  you  think  Dama  was  right  to  refuse 
to  sell  the  jewels?  Why?  Was  his  father  tired?  What 
had  his  father  done  for  Dama?  Why  did  he  say  that  his 
father  was  dearer  than  gold?  What  can  money  give  us? 
What  can  our  parents  give  us?  Can  money  give  us  love? 
How  can  we  show  love?  (Keep  quiet,  be  kind,  get 
slippers,  go  to  grocery  without  fretting.) 

Read:  "Spartan  Respect  for  the  Aged,"  in  White's 
School  Management. 

Read:  "Deeds  of  Kindness,"  by  Epes  Sargent,  in 
Christmas.  Compiled  by  Robert  H.  Schauffler  (Mof- 
fat, Yard  &  Co.). 


THIRD  TEAR 

ETHICAL  CENTRE:  WORK 
INTRODUCTION 

Children  believe  in  work  and  they  are  conscious 
of  unused  power.  When  we  leave  them  to  their  own 
devices,  they  run  wild,  like  an  overgrown  garden,  because 
their  vitality  is  not  turned  to  its  best  uses.  Therefore 
we  can  help  them  by  developing  and  guiding  to  their 
own  best  ends  this  inborn  love  of  activity. 

In  the  first  month  of  the  autumn,  it  should  be  the 
teacher's  aim  to  find  out  what  special  power  every  child 
in  the  class  has.  It  is  easy  to  classify  children  as  good 
and  bad  and  leave  our  task  there,  but  badness  is  power 
run  wild,  and  the  stronger  it  is,  the  more  it  is  necessary 
to  turn  it  to  good  uses.  The  nagging  girl  may  be  or- 
derly and  demand  order  in  others,  the  rough  boy  may 
have  a  strong  will  and  self-reliance,  the  slow  child  may 
be  especially  gentle  or  persistent.  We  must  not  be  con- 
tent until  we  know  the  strength  of  each  child  and  have 
helped  him  to  develop  it. 

You  will  get  helpful  suggestions  in  this  grade,  and  in 
later  grades  also,  from  Miss  Jane  Brownlee's  System 
of  Child-Training.^  Miss  Brownlee's  experience  shows 
that  children  of  this  age  are  much  interested  in  realizing 
their  own  power  for  work  and  for  self-control.  Miss 
Brownlee  suggests  discussions  of  this  general  type: 

1  Published  by  F.  A.  Bassette  Co.,  Springfield,  Msm. 


62  ETHICS  FOR  CHILDREN 

Do  you  know  that  you  have  a  little  servant?  Yes,  you 
really  have.  It  is  your  body.  Can  you  make  your  body 
do  what  you  tell  it  to  do.?*  If  you  want  to  raise  your 
arm,  can  you  make  it  go?  If  you  tell  your  foot  to  keep 
still,  will  it  move?  Can  you  make  your  body  get  up  in 
the  morning  when  it  feels  lazy?  Have  you  a  good  serv- 
ant or  a  bad  one?  How  can  you  make  it  better? 

Your  body  is  like  a  little  house  in  which  you  live. 
Can  you  keep  it  clean?  How  can  you  make  your  house 
strong? 

Miss  Brownlee  plans  similar  questions  in  relation  to 
our  minds  and  our  responsibility  for  using  them  well. 

SEPTEMBER:  POWER 

Read : 

THE   HILL» 

"I  cannot  walk  up  this  hill,"  said  the  little  boy.  "I 
cannot  possibly  do  it.  What  will  become  of  me?  I  must 
stay  here  all  my  life,  at  the  foot  of  the  hill:  it  is  too 
terrible!" 

"That  is  a  pity,"  said  his  sister.  "But  look,  little 
boy !  I  have  found  such  a  pleasant  thing  to  play.  Take 
a  step  and  see  how  clear  a  footprint  you  can  make  in  the 
dust.  Look  at  mine!  Every  single  line  in  my  foot  is 
printed  clear.  Now,  do  you  try,  and  see  if  you  can  do  as 
well!" 

The  little  boy  took  a  step. 

"Mine  is  just  as  clear!"  he  said. 

"Do you  think  so?  "  said  his  sister.  "See  mine,  again 
here!  I  tread  harder  than  you,  because  I  am  heavier, 
and  so  the  print  is  deeper.  Try  again." 

I  From  The  Golden  Windows,  by  Laura  E.  Richards.    Copyright.  1003,  by  Littk^ 
Brown  &  Co.). 


THIRD  YEAR:  WORK  63 

"Now  mine  is  just  as  deep!'*  cried  the  little  boy. 
"See!  here  and  here  and  here,  they  are  just  as  deep  as 
they  can  be." 

"Yes,  that  is  very  well,"  said  his  sister;  "but  now  is 
my  turn;  let  me  try  again,  and  we  shall  see." 

They  kept  on,  step  by  step,  matching  their  foot- 
prints, and  laughing  to  see  the  grey  dust  puflf  up  between 
their  bare  toes. 

By  and  by  the  little  boy  looked  up. 

" Why ! "  he  said,  "we  are  at  the  top  of  the  hill!" 

"Dear  me!"  said  his  sister,  "so  we  are!" 

Questions:  What  are  the  hills  we  have  to  walk  up  in 
school?  Where  shall  we  be  at  the  end  of  the  year? 
What  will  make  the  hill  seem  short?  What  is  your  hard- 
est hill?  (Reading  or  arithmetic;  punctuality  or  perse- 
verance.) In  what  ways  can  we  help  each  other?  Can 
you  climb  a  ladder?  Can  you  go  from  the  bottom  to  the 
top  in  one  step?  Why  not?  How  do  you  go? 

Tell  the  story  of  James  W^att,  from  Child  Classics^ 
by  Georgia  Alexander  (Bobbs-Merrill  Co.). 

Ask  the  children  to  notice  the  next  engine  they  see, 
and  steam  as  it  comes  out  of  a  kettle.  Help  them  to 
observe  carefully  and  to  see  the  value  of  accurate  ob- 
servation. 

Learn : 

WORK 

BY  ALICE  CABY 

Down  and  up,  and  up  and  down. 

Over  and  over  and  over; 

Turn  in  the  little  seed,  dry  and  brown. 

Turn  out  the  bright  red  clover. 

Work,  and  the  sun  your  work  will  share. 

And  the  rain  in  its  time  will  fall; 


64  ETHICS  FOR  CHILDREN 

For  Nature,  she  worketh  everywhere. 
And  the  grace  of  God  through  all. 

Down  and  up,  and  up  and  down, 
v  On  the  hill-top,  low  in  the  valley; 

Turn  in  the  little  seed,  dry  and  brown. 
Turn  out  the  rose  and  lily. 
Work  with  your  might,  and  work  with  a  plan,* 
And  your  ends  they  shall  be  shaped  true; 
Work,  and  learn  at  first  hand,  like  a  man,— 
The  best  way  to  know  is  to  do  I 

Read:  "The  Sailor  Man,"  from  The  Pig  Brother. 

Questions :  Why  do  you  think  the  sailor  man  chose 
to  take  the  second  child?  Which  would  learn  first  to 
sail  the  boat?  Which  could  he  trust  most?  What  do 
you  think  the  first  child  did  next  to  show  that  he 
was  a  good  worker? 

THE  STORY  OF  EPAMINONDAS  AND   HIS 
AUNTIE  ^ 

Epaminondas  used  to  go  to  see  his  Auntie  *most 
every  day,  and  she  nearly  always  gave  him  something 
to  take  home  to  his  Mammy. 

One  day  she  gave  him  a  big  piece  of  cake;  nice,  yel- 
low, rich  gold-cake. 

Epaminondas  took  it  in  his  fist  and  held  it  all 
scrunched  up  tight,  like  this,  and  came  along  home. 
By  the  time  he  got  home  there  was  n't  anything  left 
but  a  fistful  of  crumbs.  His  Mammy  said,  — 

"What  you  got  there,  Epaminondas?" 

"Cake,  Mammy,"  said  Epaminondas. 

I  This  line  reads  in  the  original:  "Work  with  a  plan,  or  without  ■  plan."    Th* 
teason  for  the  change  is  obvious. 
3  From  Storiet  to  Tell  to  Children,  by  Sara  Cone  Bryant. 


THIRD  YEAR:  WORK  65 

"Cake!"  said  his  Mammy.  "Epaminondas,  you 
ain't  got  the  sense  you  was  born  with !  That 's  no  way 
to  carry  cake.  The  way  to  carry  cake  is  to  wrap  it  all 
up  nice  in  some  leaves  and  put  it  in  your  hat,  and  put 
your  hat  on  your  head,  and  come  along  home.  You 
hear  me,  Epaminondas.?" 

"Yes,  Mammy,"  said  Epaminondas. 

Next  day  Epaminondas  went  to  see  his  Auntie,  and 
she  gave  him  a  pound  of  butter  for  his  Mammy;  fine, 
fresh,  sweet  butter. 

Epaminondas  wrapped  it  up  in  leaves  and  put  it  in 
his  hat,  and  put  his  hat  on  his  head,  and  came  along 
home.  It  was  a  very  hot  day.  Pretty  soon  the  butter 
began  to  melt.  It  melted,  and  melted,  and  as  it  melted 
it  ran  down  Epaminondas*  forehead;  then  it  ran  over 
his  face,  and  in  his  ears,  and  down  his  neck.  When 
he  got  home,  all  the  butter  Epaminondas  had  was 
on  him.  His  Mammy  looked  at  him,  and  then  she 
said,  — 

"Law's  sake!  Epaminondas,  what  you  got  in  your 
hat?" 

"Butter,  Mammy,"  said  Epaminondas;  "Auntie 
gave  it  to  me." 

"Butter!"  said  his  Mammy.  "Epaminondas,  you 
ain't  got  the  sense  you  was  born  with !  Don't  you  know 
that's  no  way  to  carry  butter?  The  way  to  carry  butter 
is  to  wrap  it  up  in  some  leaves  and  take  it  down  to  the 
brook,  and  cool  it  in  the  water,  and  cool  it  in  the  water, 
and  cool  it  in  the  water,  and  then  take  it  on  your  hands, 
careful,  and  bring  it  along  home." 

"Yes,  Mammy,"  said  Epaminondas. 

By  and  by,  another  day,  Epaminondas  went  to  see 
his  Auntie  again,  and  this  time  she  gave  him  a  little  new 
puppy-dog  to  take  home. 

Epaminondas  put  it  in  some  leaves  and  took  it  down 
to  the  brook;  and  there  he  cooled  it  in  the  water,  and 


66  ETHICS  FOR  CHILDREN 

cooled  it  in  the  water,  and  cooled  it  in  the  water;  then 
he  took  it  in  his  hands  and  came  along  home.  When 
he  got  home,  the  puppy-dog  was  dead.  His  Mammy 
looked  at  it,  and  she  said, — 

"Law's  sake!  Epaminondas,  what  you  got  there?" 

"A  puppy-dog.  Mammy,"  said  Epaminondas. 

"A  puppy-dog  1"  said  his  Mammy.  "My  gracious 
sakes  alive,  Epaminondas,  you  ain't  got  the  sense  you 
was  born  with!  That  ain't  the  way  to  carry  a  puppy- 
dog!  The  way  to  carry  a  puppy-dog  is  to  take  a  long 
piece  of  string  and  tie  one  end  of  it  round  the  puppy- 
dog's  neck  and  put  the  puppy-dog  on  the  ground,  and 
take  hold  of  the  other  end  of  the  string  and  come  along 
home,  like  this." 

"All  right.  Mammy,"  said  Epaminondas. 

Next  day,  Epaminondas  went  to  see  his  Auntie  again, 
and  when  he  came  to  go  home  she  gave  him  a  loaf  of 
bread  to  carry  to  his  Mammy;  a  brown,  fresh,  crusty 
loaf  of  bread. 

So  Epaminondas  tied  a  string  around  the  end  of  the 
loaf  and  took  hold  of  the  end  of  the  string  and  came 
along  home,  like  this.  (Imitate  dragging  something 
along  the  ground.)  When  he  got  home  his  Mammy 
looked  at  the  thing  on  the  end  of  the  string,  and  she 
said, — 

"My  laws  a-massy!  Epaminondas,  what  you  got  on 
the  end  of  that  string?" 

"Bread,  Mammy,"  said  Epaminondas;  "Auntie  gave 
it  to  me." 

"Bread!!!"  said  his  Mammy.  "0  Epaminondas, 
Epaminondas,  you  ain't  got  the  sense  you  was  born 
with;  you  never  did  have  the  sense  you  was  born  with; 
you  never  will  have  the  sense  you  was  born  with !  Now 
I  ain't  gwine  tell  you  any  more  ways  to  bring  truck 
home.  And  don't  you  go  see  your  Auntie,  neither.  I  '11 
go  see  her  my  own  self.  But  I  '11  just  tell  you  one  thing. 


THIRD  YEAR:  WORK  67 

Epamlnondas!  You  see  these  here  six  mince  pies  I  done 
make?  You  see  how  I  done  set  'em  on  the  doorstep  to 
cool?  Well, 'now,  you  hear  me,  Epaminondas,  you  be 
careful  how  you  step  on  those  pies  I" 

"Yes,  Mammy,"  said  Epaminondas. 

Then  Epaminondas'  Mammy  put  on  her  bonnet  and 
her  shawl  and  took  a  basket  in  her  hand  and  went  away 
to  see  Auntie.  The  six  mince  pies  sat  cooling  in  a  row 
on  the  doorstep. 

And  then,  —  and  then,  —  Epaminondas  was  careful 
how  he  stepped  on  those  pies ! 

He  stepped  (imitate)  —  right  —  in  —  the  —  middle 
—  of  —  every  —  one. 

And,  do  you  know,  children,  nobody  knows  what 
happened  next!  The  person  who  told  me  the  story 
did  n't  know;  nobody  knows.  But  you  can  guess. 

The  value  of  this  story  is  to  encourage  children  to 
use  their  own  wits.  It  is  the  first  lesson  in  the  great 
living  truth  that  the  letter  killeth  and  the  spirit 
giveth  life.  Its  humor  makes  it  so  much  loved  that 
the  teacher  can  refer  to  it  as  a  playful  and  eflFective 
suggestion  to  any  child  who  is  not  "  using  the  sense  he 
was  born  with." 

Read:  "The  Crow  and  the  Pitcher,"  in  The  First 
Book  of  Stories  for  the  Story-Teller,  by  Fanny  E.  Coe. 


OCTOBER:  THE  BEST  WAY  TO  GET 
AHEAD 

Read:  yEsop's  fables  of  "The  Ant  and  the  Grass- 
hopper," "  Hercules  and  the  Wagoner,"  and  "  The  Larks 
in  the  Cornfield." 


68  ETHICS  FOR  CHILDREN 

During  the  eariy  part  of  the  month  spend  the  time  in 
reading  each  of  the  fables.  Next  day  let  one  of  the 
children  repeat  it. 

Read:  "The  Sandy  Road,"  from  Jataka  TaleSf  trans- 
lated by  T.  W.  Rhys  Davids.  This  story  illustrates 
perseverance. 

Read:  "Waiting  for  Something  to  Turn  Up,"  by 
Phoebe  Cary. 

THE  JACK-O'-LANTERN* 

BY   JACOB    ABBOTT 

The  wagon  rolled  into  the  yard  with  a  load  of  large, 
plump,  golden-cheeked  pumpkins. 

"Now,  where  shall  we  put  them?"  asked  RoUo.       ' 

"Yonder,  on  the  grass,  is  a  good  place,"  replied  Jonas. 
"  Pile  them  up  and  we  will  leave  them  for  a  few  days  to 
dry  in  the  sun."  Jonas  began  to  unload  the  wagon;  he 
rolled  the  pumpkins  toward  RoUo,  who  piled  them  on 
the  grass.  The  old  white  cow,  standing  in  the  road, 
stretched  her  neck  over  the  fence  and  eyed  the  pump- 
kins with  eager  desire. 

"Here  is  a  green  one,  Jonas;  shall  I  pile  it  up  with  the 
rest?" 

"No,"  said  Jonas,  "it  will  not  ripen.  It  is  good  for 
nothing  but  to  give  to  the  pigs  or  to  make  a  Jack-o'- 
lantern." 

"A  Jack-o'-lantern!"  said  RoUo;  "what  is  a  Jack-o'- 
lantern?" 

"Did  you  never  see  one?"  asked  Jonas. 

"No,"  said  Rollo;  "what  is  it?" 

"Why,  you  take  a  pumpkin  and  scoop  out  all  the 
inside;  then  you  cut  eyes  and  nose  and  mouth  in  it. 

•  From  RoUo't  Vacation. 


THIRD  YEAR:  WORK  69 

At  night  you  put  a  candle  inside  and  carry  it  out  in  the 
dark,  and  it  makes  a  great  grinning  face  of  fire." 

"Oh,  Jonas,  may  I  make  one  out  of  this  green  pump- 
kin?" 

"Yes,  you  may  do  so.  First  bring  the  pumpkin  to 
me;  I  will  mark  it  for  you." 

Rollo  brought  the  pumpkin,  and  Jonas,  taking  out 
his  knife,  marked  a  circle  just  below  and  all  round  the 
stem. 

"  There,"  said  he;  "that  is  for  the  cap.  Now  you  must 
get  a  case-knife  and  make  a  deep  cut  all  round  this 
mark;  then  the  cap  will  come  off  if  you  pull  it  by  the 
handle.  Then  dig  out  the  inside  with  an  old  iron  spoon, 
leaving  the  shell  about  as  thick  as  your  finger." 

Rollo  got  the  knife  and  the  spoon.  Then,  seating 
himself  on  a  log  in  the  yard,  he  proceeded  to  make  his 
Jack-o'-lantern,  while  Jonas  went  off  to  his  work  in  the 
garden. 

Before  Rollo  had  quite  completed  his  plaything  he 
became  tired,  and  concluded  to  leave  it  a  little  while 
and  go  and  look  for  Jonas. 

"Well,  Rollo,  have  you  finished  the  Jack-o'-lantern?  " 

"No,"  replied  Rollo;  "I  was  tired;  so  I  thought  I 
would  come  and  help  you  work  and  ask  you  to  tell  me  a 
story." 

"I  do  not  think  of  any  story  just  now,  but  I  can  give 
you  some  advice." 

"Very  well,"  said  Rollo;  "give  me  some  advice." 

"I  will  tell  you  two  rules  my  old  schoolmaster  used 
to  teach  me,  —  one  for  work  and  one  for  play.  His  rule 
for  work  was  this : 

'  What  is  once  begun 
Must  always  be  done.'  " 

Rollo  laughed  at  hearing  this  rule,  and  asked  if  all 
the  old  master's  rules  were  in  poetry. 


70  ETHICS  FOR  CHILDREN 

"His  second  rule,"  continued  Jonas,  "was  for  play. 
It  was  this: 


'When  you  have  done  your  play. 
Put  all  your  things  away.'  " 


"I  think  this  is  an  excellent  rule,"  said  RoUo;  "for 
children  often  lose  their  playthings  by  leaving  them 
about  when  they  have  done  playing.  I  never  leave  my 
things  lying  about." 

"Indeed!"  said  Jonas.  "Where  is  your  Jack-o'-lan- 
tern? Have  you  put  that  away?" 

"No;  but  that  is  not  finished  yet." 

"Then  you  have  broken  both  of  my  old  master's 
rules.  You  have  left  your  work  unfinished  because 
you  were  tired  of  it,  and  you  did  not  put  away  your 
playthings  when  you  had  done  with  them.  Now  let  us 
go  home."   They  walked  toward  the  house. 

"Rollo!  Rollo!  see  there!"  exclaimed  Jonas,  as  they 
came  in  sight  of  the  yard.  Rollo  looked  up  and  saw  the 
old  white  cow  eating  up  his  Jack-o'-lantern. 

Rollo  picked  up  a  stick  and  ran  after  the  cow,  shout- 
ing out,  "Wheh,  there!  wheh!"as  loud  and  fiercely  as 
he  could. 

The  cow  seized  another  large  mouthful  and  ran  off, 
shaking  her  horns  and  brandishing  her  tail. 

"The  ugly  old  cow!"  said  Rollo,  taking  up  the  re- 
mains of  the  pumpkin.  "My  Jack-o'-lantern  is  all 
spoiled.   I  will  get  some  stones  and  stone  her." 

"Stone  her!  Stone  what?"  replied  Jonas  coolly. 
"Stone  the  cow?" 

"Yes,  of  course,"  answered  Rollo;  "that  ugly  old 
cow!" 

"Why,  what  is  the  cow  to  blame  for?"  said  Jonas. 

"To  blame!  Why,  she  has  been  eating  up  my  Jack- 
o'-lantern." 

"I  do  not  think  the  cow  is  to  blame,"  said  Jonas; 


THIRD  YEAR:  WORK  71 

"but  somebody  is  to  blame,  and  I  can  tell  you  who. 
If  you  stone  anybody,  you  had  better  stone  him.  The 
person  to  blame  is  the  boy  that  left  the  Jack-o'-lantern 
on  the  log,  and  thus  let  the  cow  get  it. 

"I  think,"  added  he,  with  a  laugh,  "that  if  my  old 
schoolmaster  had  known  of  this  case,  he  would  have 
made  a  good  story  out  of  it  to  illustrate  his  two  rules." 


NOVEMBER:  WORKING  TOGETHER 

Tell  ^sop's  fables  of  "  The  Bundle  of  Sticks,"  and 
of  "The  Lion  and  the  Mouse." 

The  points  to  bring  out  during  this  month  are  our 
weakness  when  alone,  our  strength  when  working  to- 
gether. And  from  this  follows  the  need  of  working  and 
playing  together  heartily,  fairly,  and  unselfishly.  Sym- 
pathy, cordiality,  willingness  to  take  hold  and  lift,  and 
the  courage  and  patience  required  to  do  this  steadily, 
can  be  shown  to  spring  out  of  the  need  for  working 
together. 

Read  the  story  of  the  Building  of  the  Ark,  Genesis, 
Chap,  vi,  verse  9,  to  Chap,  viii,  verse  20. 

At  Thanksgiving,  learn  Psalm  c. 

Learn:  "How  Doth  the  Little  Busy  Bee,"  by  Isaac 
Watts. 

Tell  stories  of  the  honey-bees.  Maeterlinck's  The 
Life  of  the  Bee  (Dodd,  Mead  &  Co.)  is  invaluable  for 
the  teacher. 

THE  QUAILS  1 

Ages  ago  a  flock  of  more  than  a  thousand  quails  lived 
together  in  a  forest  in  India.    They  would  have  been 

1  A  Legend  of  the  Jataka. 


72  ETHICS  FOR  CHILDREN 

happy,  but  that  they  were  in  great  dread  of  their 
enemy,  the  quail-catcher.  He  used  to  imitate  the  call 
of  the  quail,  and  when  they  gathered  together  in  answer 
to  it,  he  threw  a  great  net  over  them,  stuflFed  them 
into  his  basket,  and  carried  them  away  to  be  sold. 

Now  one  of  the  quails  was  very  wise,  and  he  said : 
"Brothers!  I've  thought  of  a  good  plan.  In  future  as 
soon  as  the  fowler  throws  his  net  over  us,  let  each  one 
put  his  head  through  a  mesh  in  the  net  and  then  all  lift 
it  up  together  and  fly  away  with  it.  When  we  have 
flown  far  enough,  we  can  let  the  net  drop  on  a  thorn 
bush  and  escape  from  under  it." 

All  agreed  to  the  plan,  and  next  day  when  the  fowler 
threw  his  net,  the  birds  all  lifted  it  together  in  the  very 
way  that  the  wise  quail  had  told  them,  threw  it  on  a 
thorn  bush  and  escaped.  While  the  fowler  tried  to  free 
his  net  from  the  thorns,  it  grew  dark,  and  he  had  to  go 
home. 

This  happened  many  days,  till  at  last  the  fowler's 
wife  grew  angry  and  asked  her  husband:  "Why  is  it 
that  you  never  catch  any  more  quail?" 

Then  the  fowler  said:  "The  trouble  is  that  all  the 
birds  work  together  and  help  one  another.  If  they 
would  only  quarrel,  I  could  catch  them  fast  enough." 

A  few  days  later  one  of  the  quails  accidentally  trod 
on  the  head  of  one  of  his  brothers  as  they  alighted  on 
the  feeding  ground. 

"Who  trod  on  my  head?"  angrily  inquired  the  quail 
who  was  hurt. 

"Don't  be  angry,  I  did  n't  mean  to  tread  on  you," 
said  the  first  quail.  But  the  brother  quail  went  on 
quarreling,  and  pretty  soon  he  declared:  "I  lifted  all 
the  weight  of  the  net;  you  did  n't  help  at  all."  That 
made  the  first  quail  angry,  and  before  long  all  were 
drawn  into  the  dispute.  Then  the  fowler  saw  his  chance. 
He  imitated  the  cry  of  the  quail  and  cast  his  net  over 


THIRD  YEAR:  WORK  73 

those  who  came  together.  They  were  still  boasting  and 
quarreling,  and  they  did  not  help  each  other  lift  the  net. 
So  the  hunter  lifted  the  net  himself  and  crammed  them 
into  his  basket.  But  the  wise  quail  gathered  his  friends 
together  and  flew  far  away,  for  he  knew  that  quarrels 
are  the  root  of  misfortune. 

Learn:  "Behold  how  good  and  how  pleasant  it  is  for 
brethren  to  dwell  together  in  unity."    (Psalm  cxxxiii.) 

Tell  the  story  of  "The  Gold  in  the  Orchard,"  in 
Stories  to  Tell  to  Children,  by  Sara  Cone  Bryant. 

Learn: 

A  DAWNING  DAY 

BY  THOMAS   CARLYLE 

So  here  hath  been  dawning 
Another  blue  day. 
Think!  Wilt  thou  let  it 
Slip  useless  away? 

Out  of  Eternity 
This  new  day  is  bom; 
Into  Eternity 
At  night  doth  return. 

Behold  it  beforehand 
No  eye  ever  did; 
So  soon  it  forever 
From  all  eyes  is  hid. 

Here  hath  been  dawning 
Another  blue  day. 
Think!  wilt  thou  let  it 
Slip  useless  away? 


74  ETHICS  FOR  CHILDREN 


DECEMBER:  SELF-CONTROL 

Tell  the  story  of  Adam  and  Eve,  Genesis,  Chap,  ii, 
verses  8  and  9,  and  Chap,  iii,  verses  1  to  14,  and  verse;^ 
23  and  24. 

Questions:  Where  did  Adam  and  Eve  live?  Were 
they  happy?  Did  they  have  everything  they  wanted? 
Did  they  have  plenty  to  eat?  What  was  forbidden?  Why 
ought  they  to  have  obeyed  the  Lord?  What  did  the 
serpent  say  to  Eve?  Ought  Eve  to  have  listened?  Why 
not?  Did  she  have  any  reason  to  think  the  serpent 
was  good?  Did  she  have  any  reason  to  think  the  Lord 
was  good?  Which  should  she  trust?  What  did  Eve 
do?  What  ought  Adam  to  have  said?  Which  was  more 
to  blame,  Adam  or  Eve?  If  you  had  a  box  of  candy 
right  in  front  of  you,  and  your  mother  had  forbidden 
you  to  eat  any,  what  should  you  do?  Why  were  Adam 
and  Eve  afraid  when  the  Lord  called  them?  Did  they 
tell  the  truth?  Why  was  that  the  best  thing  to  do? 
Why  did  they  have  to  leave  the  garden? 

Learn:  "What  Means  this  Glory?"  by  James  Rus- 
sell Lowell. 

Learn:  "A  Child's  Prayer,"  by  Martin  Luther,  and 
"God  Make  My  Life  a  Little  Light,"  in  Poems  by 
Grades,  (Primary),  Harris  &  Gilbert  (Scribner). 

Read  the  account  of  the  boy  Jesus  in  the  Templci 
Luke,  Chap,  ii,  verses  41  to  52. 


THIRD  YEAR:  WORK  75 

THE  DISCONTENTED  PENDULUM  > 

BY  JANE   TAYLOR 

An  old  clock,  that  had  stood  for  fifty  years  in  a 
farmer's  kitchen,  without  giving  its  owner  any  cause 
of  complaint,  early  one  summer's  morning,  before  the 
family  was  stirring,  suddenly  stopped.  Upon  this  the 
Dial-plate  (if  we  may  credit  the  fable)  changed  counte- 
nance with  alarm;  the  Hands  made  an  ineffectual  effort 
to  continue  their  course;  the  Wheels  remained  motion- 
less with  surprise;  the  Weights  hung  speechless.  Each 
member  felt  disposed  to  lay  the  blame  on  the  others. 

At  length  the  Dial  instituted  a  formal  inquiry  into 
the  cause  of  the  stop,  when  Hands,  Wheels,  Weights 
with  one  voice  protested  their  innocence.  But  now  a 
faint  tick  was  heard  from  the  Pendulum,  who  thus 
spoke:  — 

"  I  confess  myself  to  be  the  sole  cause  of  the  present 
stoppage,  and  am  willing,  for  the  general  satisfaction, 
to  assign  my  reasons.  The  truth  is,  that  I  am  tired  of 
ticking."  Upon  hearing  this,  the  old  clock  became  so 
enraged  that  it  was  on  the  point  of  striking. 

"Lazy  Wire!"  exclaimed  the  Dial-plate.  "As  to 
that,"  replied  the  Pendulum,  "it  is  vastly  easy  for  you. 
Mistress  Dial,  who  have  always,  as  everybody  knows, 
set  yourself  up  above  me  —  it  is  vastly  easy  for  you, 
I  say,  to  accuse  other  people  of  laziness  —  you  who 
have  nothing  to  do  all  your  life  but  to  stare  people  in 
the  face,  and  to  amuse  yourself  with  watching  all  that 
goes  on  in  the  kitchen.  Think,  I  beseech  you,  how  you 
would  like  to  be  shut  up  for  life  in  this  dark  closet, 
and  wag  backward  and  forward  year  after  year,  as 
I  do."    "As  to  that,"  said  the  Dial,  "is  there  not  a 

*  From  Folk  Storiet  and  FabUi:  y6\.i.  The  Children's  Hour.    Selected  and  arranged 
by  Eva  March  Tappan  (Houghton  MifiSin  Co.). 


7«  ETHICS  FOR  CHILDREN 

window  in  your  house  on  purpose  for  you  to  look 
through?" 

"But  what  of  that?"  resumed  the  Pendulum.  "Al- 
though there  is  a  window,  I  dare  not  stop,  even  for  an 
instant,  to  look  out.  Besides,  I  am  really  weary  of  my 
way  of  life;  and,  if  you  please,  I'll  tell  you  how  I  took 
this  disgust  at  my  employment. 

"This  morning  I  happened  to  be  calculating  how 
many  times  I  should  have  to  tick  in  the  course  only  of 
the  next  twenty -four  hours  —  perhaps  some  of  you 
above  there  can  tell  me  the  exact  sum?"  The  Minute- 
hand,  being  quick  at  figures,  instantly  replied,  "Eighty- 
six  thousand  four  hundred  times." 

"Exactly  so,"  replied  the  Pendulum. 

"Well,  I  appeal  to  you  all  if  the  thought  of  this  was 
not  enough  to  fatigue  one.  And  when  I  began  to  mul- 
tiply the  strokes  of  one  day  by  those  of  months  and 
years,  really  it  is  no  wonder  if  I  felt  discouraged  at  the 
prospect;  so,  after  a  great  deal  of  reasoning  and  hesita- 
tion, thought  I  to  myself,  '  I  '11  stop ! '  " 

The  Dial  could  scarcely  keep  its  countenance  during 
this  harangue;  but,  resuming  its  gravity,  thus  replied: 
"Dear  Mr.  Pendulum,  I  am  really  astonished  that  such 
a  useful,  industrious  person  as  yourself  should  have  been 
overcome  by  this  suggestion.  It  is  true,  you  have  done 
a  great  deal  of  work  in  your  time;  so  have  we  all,  and 
are  likely  to  do;  and  though  this  may  fatigue  us  to 
think  of,  the  question  is.  Will  it  fatigue  us  to  do?  Would 
you  now  do  me  the  favor  to  give  about  half  a  dozen 
strokes,  to  illustrate  my  argument?"  The  Pendulum 
complied,  and  ticked  six  times  at  its  usual  pace. 

"Now,"  resumed  the  Dial,  "was  that  exertion  fati- 
guing to  you?"  "Not  in  the  least,"  replied  the  Pendu- 
lum; "it  is  not  of  six  strokes  that  I  complain,  nor  of 
sixty,  but  of  millions." 

"Very  good,"  replied  the  Dial;  "but  recollect  that. 


THIRD  YEAR:  WORK  77 

although  you  may  think  of  a  million  strokes  in  an  in- 
stant, you  are  required  to  execute  but  one;  and  that, 
however  often  you  may  hereafter  have  to  swing,  a  mo- 
ment will  always  be  given  you  to  swing  in." 

"That  consideration  staggers  me,  I  confess,"  said  the 
Pendulum.  "Then  I  hope,"  added  the  Dial-plate,  "we 
shall  all  immediately  return  to  our  duty,  for  the  people 
will  lie  in  bed  till  noon  if  we  stand  idling  thus." 

Upon  this,  the  Weights,  who  had  never  been  accused 
of  light  conduct,  used  all  their  influence  in  urging  him 
to  proceed;  when,  as  with  one  consent,  the  Wheels 
began  to  turn,  the  Hands  began  to  move,  the  Pendulum 
began  to  swing,  and,  to  its  credit,  ticked  as  loud  as  ever; 
while  a  beam  of  the  rising  sun,  that  streamed  through  a 
hole  in  the  kitchen  shutter,  shining  full  upon  the  Dial- 
plate,  made  it  brighten  up  as  if  nothing  had  been  the 
matter. 

When  the  farmer  came  down  to  breakfast,  he  de- 
clared, upon  looking  at  the  clock,  that  his  watch  had 
gained  half  an  hour  in  the  night. 


JANUARY:  COURAGE 

Read  the  following  selections:  "Are  You  There,  My 
Lad?  "  and  "  Grace  Darling,"  in  Baldwin's  Fifty  Famous 
Stories;  "The  Dynamite  Hero,"  "Peter  Woodland," 
and  "The  School  Children's  Friend,"  in  Baldwin's 
American  Book  of  Golden  Deeds. 

Questions:  Which  was  the  bravest  of  these  deeds? 
Why?  What  is  the  bravest  thing  you  have  ever  heard 
of?  Does  it  take  more  courage  to  keep  your  temper 
if  you  are  laughed  at,  or  not  to  cry  when  hurt  ? 

Learn:  "Keep  a  Stiff  Upper  Lip!"  by  Phoebe  Gary. 


78  ETHICS  FOR  CHILDREN 

Learn: 

REBECCA'S  AFTER-THOUGHT 

BY   ELIZA   TURNER 

Yesterday,  Rebecca  Mason 
In  the  parlor  by  herself. 
Broke  a  handsome  china  basin 
Placed  upon  the  mantel-shelf. 

Quite  alarmed,  she  thought  of  going 

Very  quietly  away. 

Not  a  single  person  knowing 

Of  her  being  there  that  day. 

But  Rebecca  recollected 
She  was  taught  deceit  to  shun; 
And  the  moment  she  reflected. 
Told  her  mother  what  was  done. 

Who  commended  her  behavior. 
Loved  her  better  and  forgave  her. 

FEBRUARY:  PERSEVERANCE 

THE  BOY  WHO  WANTED  TO  LEARN* 

WTien  Booker  Washington  was  a  little  boy,  his  family 
was  so  poor  that  he  had  to  work  in  a  salt  mine,  and  often 
he  had  to  begin  working  at  four  o'clock  in  the  morning. 
He  did  not  have  any  chance  to  go  to  school,  but  he 
wanted  with  all  his  heart  to  learn  to  read,  and  he  per- 
suaded his  mother  to  get  a  spelling  book  for  him. 

He  learned  the  alphabet  all  by  himself,  for  no  one,  old 
or  young,  who  lived  near  knew  how  to  read.   At  last  a 

>  Adapted  from  Chap,  ii  of    Up  from  Slavery.  Copyright  1900  and   1901,  by 
Booker  T  .  Washington  (Doubleday,  Page  &  Co.), 


THIRD  YEAR:  WORK  79 

young  man  came  to  the  neighborhood  who  knew  a  little 
about  teaching,  and  he  was  engaged  to  teach  every  one. 
There  were  day-schools,  night-schools,  and  Sunday 
schools,  and  old  men  and  women  came,  because  they 
wanted  so  much  to  learn  to  read  the  Bible.  Poor  little 
Booker  had  to  work  all  day,  but  he  was  allowed  to  go 
to  school  in  the  evening,  and  by  and  by  his  father  said 
that  if  he  worked  at  the  salt  furnace  from  five  to  nine 
in  the  morning  and  came  back  to  work  as  soon  as  school 
closed,  he  could  go  to  school  by  day.  Sometimes  he 
had  to  walk  several  miles  at  night  to  recite  his  night- 
school  lessons,  but  he  was  determined  that  no  matter 
what  it  cost  he  would  get  an  education. 

One  day  when  working  in  the  mine,  he  heard  two 
miners  talking  about  a  great  school  in  Virginia,  and  he 
crept  up  closer  to  listen.  One  man  said  that  if  any  boy 
was  poor  he  could  work  at  this  school  to  pay  for  his 
board.  Booker  Washington  decided  at  once  to  go;  but 
he  had  almost  no  money  of  his  own,  and  it  was  a  long 
way  to  Hampton. 

The  older  colored  people  were  very  generous  and  they 
gave  Booker  all  the  money  they  could  spare.  One  gave 
a  quarter,  and  one  a  nickel,  and  one  a  handkerchief. 
Hampton  was  five  hundred  miles  away,  and  he  did  not 
have  enough  money  to  get  there.  He  walked,  he  begged 
for  a  ride  in  wagons  that  came  by,  and  one  night  he 
passed  out  of  doors,  walking  about  to  keep  warm.  At 
last  he  reached  Hampton,  and  it  seemed  the  grandest 
place  in  the  world.  He  resolved  that  he  would  learn 
all  he  could,  and  then  do  all  the  good  he  could  with 
what  he  had  learned. 

When  he  went  to  see  the  teacher,  he  had  had  no  chance 
to  take  a  bath  or  get  clean,  and  she  looked  at  him  doubt- 
fully. At  last  she  said :  "The  next  recitation  room  needs 
sweeping.   Take  a  broom  and  sweep  it." 

Booker  Washington  determined  to  make  that  room 


80  ETHICS  FOR  CHILDREN 

as  fine  as  a  new  fiddle.  He  swept  the  floor  three  times. 
He  went  over  the  woodwork,  the  benches,  tables,  and 
desks  four  times.  He  cleaned  every  closet  and  corner 
thoroughly.  Then  he  went  back  to  the  teacher.  She 
came  into  the  room  and  looked  carefully  at  the  floor 
and  the  closets,  then  she  rubbed  her  handkerchief  on 
the  woodwork  and  over  the  benches.  When  she  was 
unable  to  find  one  speck  of  dirt  anywhere,  she  said:  "I 
guess  you'll  do  to  enter  this  institution." 

Tell  the  story  of  making  the  brick-kiln  from  Up 
from  Slavery.  (Booker  T.  Washington,  Doubleday, 
Page  &  Co.) 

DON'T  GIVE  UP 

BY   PHCEBE   CART 

If  you  've  tried  and  have  not  won. 

Never  stop  for  crying; 
All  that's  great  and  good  is  done 

Just  by  patient  trying. 

Though  young  birds,  in  flying,  faU, 
Still  their  wings  grow  stronger; 

And  the  next  time  they  can  keep 
Up  a  little  longer. 

Though  the  sturdy  oak  has  known 
Many  a  blast  that  bowed  her. 

She  has  risen  again,  and  grown 
Loftier  and  prouder. 

If  by  easy  work  you  beat, 
Who  the  more  will  prize  you? 

Gaining  victory  from  defeat, 
That's  the  test  that  tries  you! 

Read:  "Suppose,"  by  Alice  Cary. 


THIRD  YEAR:  WORK  81 

MARCH:  AMBITION 

Learn:  "Now,"  by  Phoebe  Gary. 

Read :  RoUo  at  Work,  by  Jacob  Abbott  (Crowell  &  Co.). 

THE   BOY  WHO    RECOMMENDED   HIMSELF 

A  gentleman  advertised  for  a  boy  to  assist  him  in  his 
oflBce,  and  nearly  fifty  applicants  presented  themselves 
to  him.  Out  of  the  whole  number,  he  selected  one, 
and  dismissed  the  rest.  "I  should  like  to  know,"  said 
a  friend,  "on  what  ground  you  selected  that  boy,  who 
had  not  a  single  recommendation."  "You  are  mis- 
taken," said  the  gentleman,  "he  had  a  great  many. 
He  wiped  his  feet  when  he  came  in,  and  closed  the  door 
after  him,  showing  that  he  was  careful.  He  gave  his 
seat  instantly  to  that  lame  old  man,  showing  that  he 
was  kind  and  thoughtful.  He  took  oflf  his  cap  when  he 
came  in,  and  answered  my  questions  promptly,  show- 
ing that  he  was  polite  and  gentlemanly.  He  picked 
up  the  book,  which  I  had  purposely  laid  on  the  floor, 
and  replaced  it  upon  the  table,  while  all  the  rest 
stepped  over  it,  showing  that  he  was  orderly;  and  he 
waited  quietly  for  his  turn,  instead  of  pushing  and 
crowding.  When  I  talked  to  him,  I  noticed  that  his 
clothing  was  tidy,  his  hair  neatly  brushed,  and  his 
finger  nails  clean.  Do  you  not  call  these  things  letters 
of  recommendation?  I  do."  Selected, 

APRIL:  OBEDIENCE 

CLIMBING  ALONE  1 

"Here,  wind,"  cried  an  impatient  voice,  "come  and 
help  a  friend  in  trouble,  will  you?" 

>  From  Earth's  Many  Voices,  by  Mrs.  Margaret  Gatty  (abridged). 


82  ETHICS  FOR  CHILDREN 

"Certainly,"  replied  the  good-natured  wind,  and  on 
arriving  at  the  front  of  the  cottage,  he  found  a  long 
branch  of  a  climbing  rose  striving  to  get  loose  from 
some  bands  which  held  it  fast. 

"Oh!  help  me,  do,"  it  said,  "help  me  to  drag  out  this 
provoking  nail  that  I  may  get  free." 

"Nonsense,"  said  the  wind.  "That  nail  is  there  to 
train  you  properly,  so  that  you  may  grow  up  a  beautiful 
rose,  covered  with  white  blossoms." 

"Just  as  if  I  did  n't  know  my  way  up  the  wall  without 
any  of  these  stupid  nails  and  strips  of  cloth,"  exclaimed 
the  rose  angrily. 

"  Well,  but  even  if  you  know  your  way  —  and  I  'm  not 
so  sure  of  that  —  I  doubt  your  having  strength  to  climb 
without  any  help." 

"  I  don't  care.  I  don't  choose  to  be  tied,"  cried  the 
impatient  branch  again.  "And  if  you  don't  help  me  to 
get  loose,  I'll  tear  away  the  nails  myself." 

"Have  your  own  way,  then,"  answered  the  wind 
sorrowfully,  and  with  a  little  force,  he  bent  the  branch 
forward  until  the  nail  was  drawn  from  the  wall  and  the 
rose  dropped  to  the  ground. 

A  heavy  shower  fell  that  night;  it  bent  the  untied 
branch  down  to  the  ground. 

"That  delicious  shower  has  done  us  all  good,"  cried 
every  blade  of  grass,  every  flower,  every  tree. 

"It  has  not  done  me  much  good,"  muttered  the 
foolish  branch,  as  it  lay  stretched  on  the  soaking  ground, 
splashed  all  over  with  mud. 

"Well,"  remarked  the  wind,  "what  do  you  say  now 
to  a  few  nails  and  a  few  shreds  of  cloth  to  keep  you  up 
out  of  the  mud?" 

"  I  don't  choose  to  be  tied,"  the  rose  answered  ob- 
stinately. "It  is  not  at  all  great  or  grand  to  be  tied  up 
and  nailed  up.  The  sun  is  n't  nailed  up!" 

"Why,  my  friend,"  cried  the  wind,  "nothing  that 


THIRD  YEAR:  WORK  83 

I  know  of  in  the  whole  wide  world  is  more  obedient  than 
the  sun.  A  time  to  rise  and  a  time  to  set  are  given  to 
it  day  by  day;  day  by  day  a  path  is  marked  out  for 
it  in  the  heavens,  and  never  does  it  stray  from  its 
appointed  course." 

For  an  instant  the  rose  branch  felt  foolish.  Then  it 
said  sulkily:  "Leave  me  alone,  if  you  please,"  and  the 
wind  went  away.  .  .  . 

"Friend,"  said  the  branch  another  day  to  the  windj 
"I  can  sometimes  get  a  glimpse  of  the  rose  tree  high 
above  me  and  when  you  move  by  me  I  smell  its  blossoms, 
and  I  have  n't  a  blossom  nor  a  bud  upon  me.  I  want 
to  be  beautiful  and  grow  to  the  top  of  the  wall." 

"Take  my  advice,  then,"  said  the  wind:  "and  next 
time  a  kind  hand  fastens  you  up,  don't  break  loose 
again.  The  rose  tree  would  never  have  been  anything 
but  a  straggler  in  the  mud  if  it  had  not  been  for  these 
many  bonds." 

"Then  lift  me  up,  good  friend,  lift  me  up  against  the 
wall." 

"Nay,  that  I  cannot  do,  but  I  will  do  what  I  can." 
Then  the  wind  went  off  whistling  loudly.  It  went  to 
the  drooping  ash  and  knocked  its  branches  against  the 
window-pane,  until  the  man  who  lived  in  the  cottage 
came  out  with  a  hammer  and  some  nails,  saying,  "There 
must  be  a  creeper  loose  somewhere,"  and  he  looked 
about  till  he  saw  the  poor  rose  branch  trailing  piteously 
in  the  mud.  "It  wants  a  nail  terribly,"  he  said.  So  he 
lifted  it  up  and  fastened  it  against  the  wall,  and  the 
bough  clung  humbly  to  the  supports. 

"Oh!  what  would  I  not  give  to  be  pure  and  white 
and  sweet  like  the  roses  above  me,"  it  cried,  "as  I  might 
have  been  if  I  had  not  been  falsely  proud." 

The  next  night  a  gentle  shower  cleansed  and  fresh- 
ened its  soiled  leaves. 

Time  went  on  and  lo!  one  summer  morning  there 


84  ETHICS  FOR  CHILDREN 

hung  upon  the  branch  a  cluster  of  blossoms,  pure  white 
and  very  sweet. 

"Would  you  not  like  me  to  draw  out  all  those  'pro- 
voking nails'?"  asked  the  wind  in  mischief  one  day. 
But  the  rose  branch  only  loaded  her  old  friend  with 
fragrance,  answering  playfully: 

"What!  and  let  me  down  into  the  mud  again?  No, 
thank  you." 

Learn:  "Old  Maxims,"  by  Alice  Cary. 
Learn:  Song  of  Solomon,  Chap,  ii,  verse  11: 
"  For  lo,  the  winter  is  past,  the  rain  is  over  and  gone. 
The  flowers  appear  on  the  earth;  the  time  of  the  singing 
of  birds  is  come,  and  the  voice  of  the  turtle  is  heard  in 
our  land." 

Learn: 

OBEDIENCE 

BY   PHCBBE   CARY 

If  you  're  told  to  do  a  thing. 

And  mean  to  do  it  really; 
Never  let  it  be  by  halves; 

Do  it  fully,  freely! 

Do  not  make  a  poor  excuse, 

Halting,  weak,  unsteady; 
All  obedience  worth  the  name. 

Must  be  prompt  and  ready. 

MAY:  FAITHFULNESS 

HANS  THE  SHEPHERD  BOY  ^ 

Hans  was  a  little  shepherd  boy,  who  lived  in  Ger- 
many. One  day  he  was  keeping  his  sheep  near  a  great 
wood  when  a  hunter  rode  up  to  him. 

>  From  the  German. 


THIRD  YEAR:  WORK  85 

"How  far  is  it  to  the  nearest  village,  my  boy?  "  asked 
the  hunter. 

"It  is  six  miles,  sir,"  said  Hans.  "But  the  road  is 
only  a  sheep  track.   You  might  easily  miss  your  way." 

"My  boy,"  said  the  hunter,  "if  you  will  show  me 
the  way,  I  will  pay  you  well." 

Hans  shook  his  head.  "  I  cannot  leave  the  sheep,  sir," 
he  said.  "They  would  stray  into  the  wood  and  the 
wolves  might  kill  them." 

"  But  if  one  or  two  sheep  are  eaten  by  the  wolves,  I 
will  pay  you  for  them.  I  will  give  you  more  than  you 
can  earn  in  a  year." 

"Sir,  I  cannot  go,"  said  Hans.  "These  sheep  are  my 
master's.   If  they  are  lost,  I  should  be  to  blame." 

"If  you  cannot  show  me  the  way,  will  you  get  me  a 
guide?  I  will  take  care  of  your  sheep  while  you  are 
gone." 

"No,"  said  Hans,  "I  cannot  do  that.  The  sheep  do 
not  know  your  voice,  and  — "   Then  he  stopped. 

"Can't  you  trust  me?"  asked  the  hunter. 

"No," said  Hans.  "You  have  tried  to  make  me  break 
my  word  to  my  master.  How  do  I  know  that  you  would 
keep  your  word?" 

The  hunter  laughed.  "You  are  right,"  said  he.  "I 
wish  I  could  trust  my  servants  as  your  master  can  trust 
you.  Show  me  the  path.  I  will  try  to  get  to  the  village 
alone." 

Just  then  several  men  rode  out  of  the  wood.  They 
shouted  for  joy. 

"Oh,  sir!"  cried  one,  "we  thought  you  were  lost." 

Then  Hans  learned  to  his  great  surprise  that  the 
hunter  was  a  Prince.  He  was  afraid  that  the  great  man 
would  be  angry  with  him.  But  the  Prince  smiled  and 
spoke  in  praise  of  him. 

A  few  days  later  a  servant  came  from  the  Prince  and 
took  Hans  to  the  palace. 


86  ETHICS  FOR  CHILDREN 

"Hans,"  said  the  Prince,  "I  want  you  to  leave  your 
sheep  to  come  and  serve  me.  I  know  you  are  a  boy 
whom  I  can  trust." 

Hans  was  very  happy  over  his  good  fortune.  "If  my 
master  can  find  another  boy  to  take  my  place,  then  I 
will  come  and  serve  you." 

So  Hans  went  back  and  tended  the  sheep  until  his 
master  found  another  boy.  After  that  he  served  the 
Prince  many  years. 

THE  BROKEN  FLOWER-POT » 


My  father  was  seated  on  the  lawn  before  the  house, 
his  straw  hat  over  his  eyes,  and  his  book  on  his' lap. 
Suddenly  a  beautiful  delft  blue-and-white  flower-pot, 
which  had  been  set  on  the  window-sill  of  an  upper  story, 
fell  to  the  ground  with  a  crash,  and  the  fragments  flew 
up  round  my  father's  feet.  But  my  father  continued 
to  read  —  being  much  interested  in  his  book. 

"Dear,  dear!"  cried  my  mother,  who  was  at  work  in 
the  porch;  "my  poor  flower-pot,  that  I  prized  so  much! 
I  would  rather  the  best  tea-set  were  broken!  The  poor 
geranium  I  reared  myself,  and  the  dear,  dear  flower- 
pot which  Mr.  Caxton  bought  for  me  my  last  birth- 
day! That  naughty  child  must  have  done  this!" 

I  came  out  of  the  house  as  bold  as  brass,  and  said 
rapidly:  "Yes,  mother;  it  was  I  who  pushed  out  the 
flower-pot." 

"Hush!"  said  my  nurse,  while  gazing  at  my  father, 
who  had  very  slowly  taken  off  his  hat,  and  was  looking 
on  with  serious,  wide-awake  eyes.  "Hush!  And  if  he 
did  break  it,  ma'am,  it  was  quite  an  accident.  He  was 
standing  so,  and  he  never  meant  it.  Did  you?  Speak! " 
this  in  a  whisper,  "or  father  will  be  so  very  angry." 

"Well,"  said  mother,  "I  suppose  it  was  an  accident; 

•  From  The  Caxtotu,  by  Bulwer-Lytton. 


THIRD  YEAR:  WORK  87 

take  care  in  the  future,  my  child.  You  are  sorry,  I  see, 
to  have  grieved  me.  There  is  a  kiss;  don't  fret." 

"No,  mother,  you  must  not  kiss  me;  I  don't  deserve 
it.  I  pushed  out  the  flower-pot  on  purpose." 

"Ah!  and  why.'*"  said  my  father,  walking  up. 

"For  fun ! "  said  I,  hanging  my  head;  "just  to  see  how 
you'd  look,  father;  and  that's  the  truth  of  it." 

My  father  threw  his  book  fifty  feet  off,  stooped  down, 
and  caught  me  in  his  arms.  "Boy,"  he  said,  "you  have 
done  wrong;  you  shall  repair  it  by  remembering  all 
your  life  that  your  father  blessed  God  for  giving  him  a 
son  who  spoke  truth  in  spite  of  fear." 

II 

Not  long  after  that  event,  Mr.  Squills  gave  me  a 
beautiful  large  domino  box  in  cut  ivory,  painted  and 
gilded.  This  domino  box  was  my  delight.  I  was  never 
tired  of  playing  at  dominoes  with  my  old  nurse,  Mrs. 
Primmins,  and  I  slept  with  the  box  under  my  pillow. 

"Ah!"  said  my  father  one  day  when  he  found  me 
arranging  the  ivory  pieces  in  the  parlor,  "do  you  like 
that  better  than  all  your  playthings?" 

"Oh,  yes,  father!" 

"You  would  be  very  sorry  if  mother  were  to  throw 
that  box  out  of  the  window  and  break  it,  for  fun."  I 
looked  pleadingly  at  my  father,  and  made  no  answer. 
"But  perhaps  you  would  be  very  glad,"  he  went  on, 
"if  suddenly  one  of  those  good  fairies  you  read  of  could 
change  the  domino  box  into  a  beautiful  geranium  in  a 
lovely  blue-and-white  flower-pot.  Then  you  could  have 
the  pleasure  of  putting  it  on  mother's  window-sill." 

"Indeed  I  would,"  said  I,  half  crying. 

"My  dear  boy,  I  believe  you;  but  good  wishes  do  not 
mend  bad  actions;  good  actions  mend  bad  actions."  So 
saying  he  shut  the  door  and  went  out.  I  cannot  tell  you 
how  puzzled  I  was  to  make  out  what  my  father  meant. 


88  ETHICS  FOR  CHILDREN 

"My  boy," said  he  next  day,  "I  am  going  to  walk  to 
town ;  will  you  come  ?  And,  by  the  by,  fetch  your  domino 
box;  I  should  like  to  show  it  to  a  person  there." 

"Father,"  said  I  by  the  way,  "there  are  no  fairies 
now;  how  then  can  my  domino  box  be  changed  into  a 
geranium  in  a  blue-and- white  flower-pot?" 

"My  dear,"  said  my  father,  leaning  his  hand  on  my 
shoulder,  "everybody  who  is  in  earnest  to  be  good, 
carries  two  fairies  about  with  him  —  one  here,"  and  he 
touched  my  forehead,  "and  one  here,"  and  he  touched 
my  heart. 

"I  don't  understand,  father." 

"I  can  wait  until  you  do,  my  son." 

My  father  stopped  at  a  nursery  gardener's,  and  after 
looking  over  the  flowers,  paused  before  a  large  gera- 
nium. "Ah,  this  is  finer  than  that  which  your  mother 
was  so  fond  of.  What  is  the  price  of  this,  sir?  " 

"Only  seven  and  six  pence,"  said  the  gardener.  My 
father  buttoned  up  his  pocket. 

"I  can't  aflFord  it  to-day,"  said  he  gently,  and  we 

walked  out. 

Ill 

On  entering  the  town  we  stopped  again  at  a  china 
warehouse.  "Have  you  a  flower-pot  like  that  I  bought 
some  months  ago?  Ah,  here  is  one,  marked  three  and 
six  pence.  Yes,  that  is  the  price.  Well,  when  mother's 
birthday  comes  again,  we  must  buy  her  another.  That 
is  some  months  to  wait.  And  we  can  wait,  my  boy.  For 
truth,  that  blooms  all  the  year  round,  is  better  than  a 
poor  geranium;  and  a  word  that  is  never  broken  is 
better  than  a  piece  of  delft." 

My  head,  which  had  been  drooping  before,  rose 
again;  but  the  rush  of  joy  at  my  heart  almost  stifled 
me.  "I  have  called  to  pay  your  little  bill,"  said  my 
father,  entering  a  shop  where  all  kinds  of  pretty  toys 
and  knick-knacks  were  sold. 


THIRD  YEAR:  WORK  89 

"And,  by  the  way,"  he  added,  "my  little  boy  can 
show  you  a  beautiful  domino  box."  I  produced  my 
treasure,  and  the  shopman  praised  it  highly.  "It  is 
always  well,  my  boy,  to  know  what  a  thing  is  worth,  in 
case  one  wishes  to  part  with  it.  If  my  son  gets  tired  of 
his  plaything,  what  will  you  give  him  for  it?" 

"Why,  sir,"  said  the  shopman;  "I  think  we  could 
give  eighteen  shillings  for  it." 

"Eighteen  shillings!"  said  my  father;  "you  would 
give  that?  Well,  my  boy,  whenever  you  do  grow  tired 
of  your  box,  you  have  my  leave  to  sell  it." 

My  father  paid  his  bill,  and  went  out.  I  lingered 
behind  a  few  moments,  and  joined  him  at  the  end  of  the 
street. 

"Father,  father!"  I  cried,  clapping  my  hands,  "we 
can  buy  the  geranium;  we  can  buy  the  flower-pot!" 
And  I  pulled  a  handful  of  silver  from  my  pocket. 

"Did  I  not  say  right?"  said  my  father.  "You  have 
found  the  two  fairies!" 

Ah!  how  proud,  how  overjoyed  I  was,  when,  after 
placing  vase  and  flower  on  the  window-sill,  I  plucked 
my  mother  by  the  gown,  and  made  her  follow  me  to  the 
spot. 

"It  is  his  doing  and  his  money!"  said  my  father; 
**good  actions  have  mended  the  bad." 

Read:  Grimm's  stories  of  "Old  Sultan," ^  "Faithful 
John,"^  and  "The  Seven  Ravens." 

Read:  "The  Honest  Bootblack,"  in  White's  School 
Management. 

Lead  the  children  toward  the  thought  that  faithful- 
ness in  little  things  gives  the  power  to  be  faithful  ip 
great  trials. 

>  In  Qerman  Hotuehold  Tola,  Biverside  Literature  Series. 


90  ETHICS  FOR  CHILDREN 

FELLOW-LABORERS 

BY   THEODORE   C.    WILLIAMS 

Not  a  star  our  eyes  can  see 
Shines  alone  for  you  and  me; 
Distant  worlds  behold  its  light, 
Ages  hence  't  will  shine  as  bright 

Not  a  flower  that  breathes  and  blows 
Just  for  us  its  perfume  throws; 
Hosts  of  happy  insect  things 
Brush  it  with  their  quickening  wings. 

Brooks,  as  from  the  hills  they  flow. 
Make  green  meadows  as  they  go; 
Cataracts  of  wrathful  sound 
Turn  the  mill-wheels  round  and  roundi 

Each  strong  thing  some  service  gives 
Far  and  wide;  and  nothing  lives 
For  itself  or  just  its  own: 
*T  is  but  death  to  live  alone. 


FOURTH  TEAR 

ETHICAL   CENTRE:  GOLDEN  DEEDS 

INTRODUCTION 

Experienced  teachers  agree  that  there  is  often  a 
striking  change  in  children  from  the  third  to  the  fourth 
grade,  though  the  change  in  some  cases  may  not  be 
marked  until  later.  This  change  in  attitude  has  fre- 
quently three  aspects:  the  child,  instead  of  being  docile, 
has  "a  chip  on  his  shoulder";  instead  of  delighting  in 
fairy  tales,  he  is  hungry  for  solid  facts;  and  instead  of 
working  as  one  of  a  group,  he  becomes  independent 
and  self-assertive.  It  is  wise,  therefore,  to  give  in  this 
grade  a  number  of  stories  that  are  heroic  and  true,  that 
call  out  the  response  of  our  best  selves  and  lift  us  be- 
yond isolation  and  selfishness. 

The  stirring  lines  from  Emerson's  "Voluntaries," 

So  nigh  is  grandeur  to  our  dust. 
So  near  is  God  to  man. 
When  Duty  whispers  low.  Thou  musty 
The  youth  replies,  I  can, 

have  been  most  successfully  made  the  central  idea  of 
the  fourth  grade  in  one  of  our  Massachusetts  schools. 
One  day  a  building  next  the  school  was  being  torn 
down.  It  took  almost  saintly  self-control  for  the  chil- 
dren to  keep  from  looking  out  of  the  window;  but  the 
lines  of  Emerson's  poem  were  repeated  by  the  class, 
and  &11  tjirned  their  eyes  to  their  books. 


92  ETHICS  FOR  CHILDREN 

SEPTEMBER:  THE  CALL  TO  RIGHT- 
DOING 

Tell  the  story  of  David  and  Goliath,  I  Samuel, 
Chap,  xvii. 

The  essence  of  the  story  is  the  simple,  direct  courage 
of  David,  which  comes  from  his  entire  faith  in  God's 
help  and  from  the  call  he  feels  to  do  this  task.  The 
courage  born  of  being  needed,  —  that  is  the  point  to 
bring  out. 

Questions:  Who  were  the  Philistines?  Who  was 
Goliath?  How  was  he  armed?  Was  his  armor  heavy? 
What  did  he  call  out  to  the  Israelites?  Who  was  David's 
father?  What  did  David  do  every  day?  How  long  had 
Goliath  threatened  the  Israelites?  Where  did  Jesse 
send  David?  Did  he  leave  his  sheep  unprotected? 
Was  David  afraid  when  he  saw  Goliath?  Why  not? 
What  did  David  say  to  the  men  near  him?  Why  did 
Eliab,  David's  brother,  blame  David?  What  did  David 
mean  when  he  said :  "  Is  there  not  a  cause?  "  What  did 
Saul  say  to  David?  What  did  David  answer?  Why 
was  David  so  sure  that  he  could  win?  (Verses  36  and 
37.)  Why  did  Goliath  despise  David?  (Verse  42.) 
What  did  David  answer?  (Verse  45.)  Is  a  person  who 
is  doing  wrong  as  fearless  as  one  who  is  doing  right? 
How  can  a  person  who  is  afraid  get  over  it? 

THE  CHOICE  OF  HERCULES* 

BY   XENOPHON 

When  Hercules  was  old  enough  to  become  his  own 
master,  he  went  into  a  solitary  place  to  think  about 

>  Adapted  from  Memorabilia,  by  Joel  H.  MetcaU,  in  World  Storiet. 


FOURTH  YEAR:  GOLDEN  DEEDS   93 

his  future  life.    As  he  sat  there,  perplexed,  he  was 
approached  by  two  tall  maidens. 

One  of  them  was  modest  and  graceful,  and  clad  in  a 
white  robe.  The  other  was  attractive  only  because  by 
art  she  had  made  her  complexion  rosier  and  fairer  than 
it  really  was.  She  had  bold  staring  eyes,  and,  whenever 
she  could,  she  looked  at  herself  in  a  mirror. 

When  these  maidens  saw  Hercules,  this  second  one 
ran  boldly  to  him  and  said:  "I  see  you  are  hesitating, 
O  Hercules,  by  what  path  you  shall  enter  life.  If  you 
will  take  me  for  a  friend,  I  will  conduct  you  by  a  de- 
lightful and  easy  road.  You  will  have  every  pleasure 
and  lead  a  life  free  from  trouble  and  pain.  You  will 
have  no  work  to  do,  but  will  sleep  softly,  and  gratify 
every  desire  without  toil  or  suffering  of  mind  or 
body." 

Hercules  listened  to  her  address,  and  said,  "And  what 
may  be  your  name,  O  woman?" 

"My  friends,"  she  replied,  "call  me  Happiness,  but 
those  who  hate  me  give  me  the  name  of  Vice." 

And  now  the  other  maiden  approached  and  spoke 
to  Hercules.  "  I  also  am  come  to  address  you,  Hercules, 
because  I  know  your  parents  and  have  noticed  that 
your  character  is  good  and  brave  and  honorable. 
Through  your  illustrious  deeds,  I  hope  to  become  at- 
tractive to  the  world.  I  will  not  deceive  you,  however, 
with  promises  of  pleasure,  but  will  tell  you  things  as 
they  really  are,  as  God  appointed  them.  God  gives 
nothing  excellent  without  care  and  labor.  If  you  wish 
to  be  loved,  you  must  serve.  If  you  desire  to  be  honored 
by  your  city,  you  must  labor  for  it.  If  you  wish  to  have 
a  strong  body,  you  must  train  it  to  obey  your  mind  by 
exercise  and  toil." 

Here  Vice  interrupted  the  second  maiden,  whose 
name  was  Virtue,  saying:  "Do  you  not  see,  Hercules, 
through  how  difficult  and  tedious  a  road  this  woman  will 


94  ETHICS  FOR  CHILDREN 

lead  you?  While  mine  is  an  easy  and  short  path  to 
perfect  happiness." 

"Wicked  being,"  rejoined  Virtue,  "of  what  good  are 
you,  or  what  real  pleasure  do  you  give  ?  You  give  luxury, 
but  no  power  of  enjoyment.  You  can  provide  beds,  but 
not  desire  for  sleep.  A  table  for  dainties,  but  not  the  ap- 
petite to  enjoy  it.  You  are  cast  out  of  the  love  of  God  and 
man.   No  one  ever  praises  you,  no  one  ever  trusts  you. 

"You  destroy  those  who  love  you.  But  I  am  the 
friend  of  God  and  virtuous  men.  No  honorable  deed 
is  ever  done  without  me.  My  friends  have  a  sweet  and 
untroubled  enjoyment  of  meat  and  drink,  for  by  labor 
have  they  obtained  an  appetite  for  them.  They  have 
sweeter  sleep  than  the  idle,  whom  you  call  your  friends^ 
The  young  are  pleased  with  praises  of  the  old;  the  old 
are  delighted  with  honors  from  the  young.  They  re- 
member their  former  acts  with  pleasure  and  rejoice  to 
perform  their  present  tasks  with  success,  being,  through 
my  influence,  loved  by  their  friends,  honored  by  their 
country,  and  acceptable  to  God.  And,  when  the  des- 
tined end  of  life  comes,  they  do  not  lie  forgotten  or  dis- 
honored, but,  celebrated  with  songs  of  praise,  are  remem- 
bered as  the  helpers  of  mankind.  Only  by  choosing  me, 
O  Hercules,  can  you  secure  the  most  exalted  happiness." 

Here  the  story  of  the  choice  of  Hercules  ends,  but  we 
know  which  maiden  Hercules  chose;  for  have  not  all 
of  you  heard  of  the  twelve  great  labors  he  performed, 
and  what  a  wonderful  hero  he  became? 

OCTOBER:  FAITHFULNESS 
,THE  LITTLE  HERO  OF  HAARLEM » 

A  long  way  off  across  the  ocean  there  is  a  little  coun- 
try where  the  ground  is  lower  than  the  level  of  the  sea 

>  From  Eow  to  Tdl  Sloriei  to  Children,  by  Sara  Gone  Bryant. 


FOURTH  YEAR:  GOLDEN  DEEDS   95 

instead  of  higher,  as  it  is  here.  Of  course  the  water  would 
run  in  and  cover  the  land  and  the  houses  if  something 
were  not  done  to  keep  it  out.  But  something  is  done. 
The  people  build  great  thick  walls  all  round  the  coun- 
try, and  the  walls  keep  the  sea  out.  You  see  how  much 
depends  on  these  walls,  —  the  good  crops,  the  houses, 
and  even  the  safety  of  the  people.  Even  the  small  chil- 
dren in  that  country  know  that  an  accident  to  one  of 
the  walls  is  a  terrible  thing.  These  walls  are  really 
great  banks  as  wide  as  roads  and  they  are  called  dikes. 

Once  there  was  a  little  boy  who  lived  in  that  country 
whose  name  was  Hans.  One  day  he  took  his  little 
brother  out  along  the  dike  to  play.  They  went  a  long 
way  out  of  the  town,  and  came  to  where  there  were  no 
houses,  but  ever  so  many  flowers  and  green  fields.  By 
and  by  Hans  climbed  up  on  the  dike  and  sat  down;  the 
little  brother  was  playing  about  at  the  foot  of  the  bank. 
Suddenly  the  little  brother  called  out,  "Oh!  what  a 
funny  little  hole!  It  bubbles."  "Hole!  Where?"  said 
Hans.  "Here  in  the  bank,"  said  the  little  brother; 
"water  's  in  it." 

"What!"  said  Hans,  and  he  slid  down  as  fast  as  he 
could  to  where  his  brother  was  playing.  There  was  the 
tiniest  little  hole  in  the  bank,  just  an  air-hole.  A  drop 
of  water  bubbled  slowly  through. 

"It  is  a  hole  in  the  dike!"  cried  Hans.  "What  shall 
we  do?" 

He  looked  all  round;  not  a  person  or  a  house  in  sight 
He  looked  at  the  hole;  the  little  drops  oozed  steadily 
through;  he  knew  that  the  water  would  soon  break  & 
great  gap  because  that  tiny  hole  gave  it  a  chance.  The 
town  was  so  far  away  —  if  they  ran  for  help  it  would 
be  too  late;  what  should  he  do?  Once  more  he  looked. 
The  hole  was  larger  now  and  the  water  was  trickling. 
Suddenly  a  thought  came  to  Hans.  He  stuck  his  little 
forefinger  right  into  the  hole  where  it  fitted  tight,  and 


96  ETHICS  FOR  CHILDREN 

he  said  to  his  little  brother,  "Run,  Dietrieg!  Go  to  the 
town  and  tell  the  men  there 's  a  hole  in  the  dike.  Tell 
them  I  will  keep  it  stopped  until  they  get  here." 

The  little  brother  knew  by  Hans's  face  that  some- 
thing very  serious  was  the  matter,  and  he  started  for  the 
town  as  fast  as  his  legs  could  run.  Hans,  kneeling  with 
his  finger  in  the  hole,  watched  him  grow  smaller  and 
smaller  as  he  got  farther  away.  Pretty  soon  he  was  as 
small  as  a  chicken,  then  he  was  only  a  speck;  then  he 
was  out  of  sight.  Hans  was  all  alone,  squatted  on  the 
ground  with  his  finger  tight  in  the  bank.  He  could  hear 
the  water  slap,  slap,  slap,  on  the  stones  and  deep  down 
under  the  slapping  was  a  gurgling,  rumbling  sound  — 
It  seemed  very  near. 

Pretty  soon  his  hand  began  to  feel  numb.  He  rubbed 
it  with  the  other  hand,  but  it  got  colder  and  more  numb, 
colder  and  more  numb  every  minute.  He  looked  to  see 
if  the  men  were  coming;  the  road  was  bare,  as  far  as  he 
could  see.  Then  the  cold  began  creeping,  creeping  up 
his  arm;  first  his  wrist,  then  his  arm  to  the  elbow,  then 
his  arm  to  the  shoulder;  how  cold  it  was!  And  soon  it 
began  to  ache.  Ugly  little  cramp-pains  streamed  up  his 
finger,  up  his  palm,  up  his  arm  till  it  ached  way  into 
his  shoulder  and  down  the  back  of  his  neck.  It  seemed 
hours  since  the  little  brother  went  away.  He  felt  lonely 
and  the  hurt  in  his  arm  grew  and  grew.  He  watched 
the  road  with  all  his  eyes,  but  no  one  came  in  sight. 
Then  he  leaned  his  head  against  the  dike  to  rest  his 
shoulder. 

As  his  ear  touched  the  dike  he  heard  the  voice  of  the 
great  sea  murmuring.  The  sound  seemed  to  say,  "I 
am  the  great  sea.  No  one  can  stand  against  me.  What 
are  you,  a  little  child,  that  you  try  to  keep  me  out?  Be- 
ware, beware!" 

Hans's  heart  beat  in  heavy  knocks.  Would  they  never 
come?    He  was  frightened  —  and  the  water  went  on 


FOURTH  YEAR:  GOLDEN  DEEDS   97 

beating  at  the  wall  and  murmuring,  —  "I  will  come 
through,  I  will  come  through,  I  will  get  you,  I  will  get 
you.  Run,  run  before  I  come  through ! " 

Hans  started  to  pull  out  his  finger;  he  was  so  fright- 
ened that  he  felt  as  if  he  must  run  forever.  But  that 
minute  he  remembered  how  much  depended  on  him; 
if  he  pulled  out  his  finger,  the  water  would  surely  make 
the  hole  bigger  and  at  last  break  down  the  dike,  and  the 
sea  would  come  in  on  all  the  land  and  houses.  He  set 
his  teeth,  and  stuck  his  finger  tighter  than  ever. 

"You  shall  not  come  through!"  he  whispered.  "I 
will  not  run ! " 

Just  as  he  thought  it,  he  heard  a  far-oflf  shout.  Far 
in  the  distance  he  saw  a  black  something  in  the  road  and 
dust.  The  men  were  coming!  At  last  they  were  coming. 
They  came  nearer,  fast,  and  he  could  make  out  his  own 
father  and  the  neighbors.  They  had  pickaxes  and 
shovels  and  they  were  running  —  and  as  they  ran  they 
shouted:  "We  're  coming;  take  heart,  we  're  coming!" 

The  next  minute  it  seemed  they  were  there.  And 
when  they  saw  Hans  with  his  pale  face  and  his  hand 
tight  in  the  dike  they  gave  a  great  cheer  —  just  as 
people  do  for  soldiers  back  from  war;  and  they  lifted 
him  up  and  rubbed  his  aching  arm  with  tender  hands, 
and  they  told  him  that  he  was  a  real  hero  and  that  he 
had  saved  the  town. 

When  the  men  had  mended  the  dike,  they  marched 
home  like  an  army,  and  Hans  was  carried  high  on  their 
shoulders  because  he  was  a  hero.  And  to  this  day  the 
people  of  Haarlem  tell  the  story  of  how  the  little  boy 
saved  the  dike. 

Read:  "Fidelity,"  by  William  Wordsworth. 


98  ETHICS  FOR  CHILDREN 


NOVEMBER:  COURAGE 

Tell  the  story  of  the  first  Thanksgiving,  and  of  the 
first  winter  of  the  settlers  in  Massachusetts  Bay.  Read 
the  letters  of  John  Winthrop  to  his  wife. 

Tell  the  story  of  Abraham  and  Isaac,  dwelling  on 
the  faith  and  fearlessness  of  Abraham  and  the  words: 
"  God  will  himself  provide  a  sacrifice." 

GRENFELL 

Dr.  Wilfred  Grenfell  was  born  in  1865,  in  England. 
He  was  an  energetic  boy.  He  and  his  elder  brothers 
made  a  flat-bottomed  canoe,  and  in  it  they  explored  the 
river  near  their  home,  sometimes  sleeping  out  all  night 
in  order  to  be  ready  early  to  shoot  wild  ducks.  Soon  he 
became  interested  in  the  study  of  zoology,  and  by  and 
by  he  learned  to  stuff  heads  of  moose,  caribou,  walrus, 
and  polar  bears,  white  seals  and  Arctic  foxes.  When  he 
grew  up  he  decided  to  be  a  doctor,  and  went  to  the  part 
of  London  where  very  poor  people  live,  to  study  and  to 
help  them.  One  day  he  was  attracted  by  a  huge  crowd 
going  into  a  large  tent.  There  were  sounds  of  singing, 
and  he  went  in  to  find  out  what  it  was  all  about.  It 
was  a  church  for  poor  people,  and  the  preacher  gave  a 
splendid  talk  to  them.  As  Dr.  Grenfell  came  out  he 
thought:  "My  own  religious  life  is  a  humbug.  I  will 
either  give  it  up  or  make  it  real.  Religion  is  not  a  thing 
to  be  played  with  or  taken  lightly." 

The  time  came  soon  after  this  for  Grenfell  to  decide 
whether  he  'd  "  go  into  practice  and  make  a  lot  of  money 
or  try  to  do  what  good  he  could  do."  After  he'd  met 
the  great  preacher  Moody,  he  decided  that  he  'd  rather 
do  the  latter.  And  just  then  Sir  Frederick  Treves,  who 


FOURTH  YEAR:  GOLDEN  DEEDS   99 

was  both  a  surgeon  and  a  daring  sailor,  invited  Grenfell 
to  go  to  Labrador  and  fit  up  a  hospital  ship  to  help  the 
fishermen  and  their  families  who  live  on  that  stormy 
and  desolate  coast  eleven  hundred  miles  long. 

Within  three  months  Grenfell  had  nine  hundred 
patients.  He  found  the  people  of  Labrador  desperately 
poor;  so  he  raised  money  and  started  not  only  a  hos- 
pital ship  but  a  saw-mill,  a  seal  boot  factory,  and  well- 
run  trading-posts.  Dr.  Grenfell  himself  traveled  in  the 
winter  of  1905  fifteen  hundred  miles  with  his  dog-teams 
and  twice  as  far  in  summer  in  his  boat.  He  is  not  only  a 
doctor  and  a  minister  to  the  people;  he  is  a  carpenter, 
a  navigator,  and  a  judge.  ^ 

Tell  the  story  of  Adrift  on  an  Icepan^  by  Wilfred 
Grenfell  (Houghton  Mifflin  Co.). 

DECEMBER:  BEARING  ONE 
ANOTHER'S  BURDENS 

Write  a  Christmas  story  telling  of  an  act  of  great 
generosity,  or  of  some  present  that  really  cost  a  great 
deal  to  the  person  who  gave  it. 

Read:  "Little  Gottlieb,"  by  Phoebe  Gary. 

Learn:  "The  Pilgrim  Fathers,"  by  Felicia  Hemans. 

Learn : 

THE  CAPTAIN'S  DAUGHTER' 

BY  JAMES   T.   FIELDS 

We  were  crowded  in  the  cabin. 
Not  a  soul  would  dare  to  sleep, — 

•  Further  details  can  be  found  in  Grenfell  of  Labrador,  by  James  Johnston,  and  in 
Labrador :  the  Country  and  the  People,  by  Wilfred  T.  Grenfell  (Macmillan).  Thia 
last  book  has  many  good  photographs. 

*  From  Whittier's  Child  Lije  (Houghton  Mifflin  Co.). 


100  ETHICS  FOR  CHILDREN 

It  was  midnight  on  the  waters. 
And  a  storm  was  on  the  deep. 

*T  is  a  fearful  thing  in  winter 
To  be  shattered  by  the  blast. 
And  to  hear  the  rattling  trumpet 
Thunder,  "Cut  away  the  mast!'* 

So  we  shuddered  there  in  silence, — 
For  the  stoutest  held  his  breath. 
While  the  hungry  sea  was  roaring, 
And  the  breakers  talked  with  Death. 

As  thus  we  sat  in  darkness, 
Each  one  busy  with  his  prayers, 
"We  are  lost!"  the  captain  shouted. 
As  he  staggered  down  the  stairs. 

But  his  little  daughter  whispered. 
As  she  took  his  icy  hand, 
"  Is  n't  God  upon  the  ocean, 
Just  the  same  as  on  the  land?" 

Then  we  kissed  the  little  maiden. 
And  we  spoke  in  better  cheer. 
And  we  anchored  safe  in  harbor 
W^hen  the  morn  was  shining  clear. 


THE  LEGEND  OF  ST.  CHRISTOPHER* 

There  was  a  mighty  man  living  in  the  land  of  Canaan. 
He  was  so  strong  and  could  carry  such  heavy  loads  that 
he  was  called  Offero,  meaning  the  Bearer.  Offero  was 
proud  of  his  strength,  and  said  he  would  serve  no  one 
but  the  greatest  king  on  earth.  So  he  found  a  rich  and 

,   >  Adapted  from  The  Book  oJLtgendt,  by  Horace  E.  Scudder  (Houghton  Mifflin  Co.). 


STATE  TEACHERS  COLLEttfe 
0ANTA    BARBARA.  CAUlFORMtK 

b'^Si^ ._ 

FOURTH  YEAR:  GOLDEN  DEEDS   101 

powerful  king  and  served  him.  But  one  day  he  saw  the 
king  tremble  at  the  name  of  Satan.  Offero  asked  the 
king  why  he  trembled. 

"I  tremble,"  said  the  king,  "because  I  fear  Satan.  I 
make  the  sign  of  the  cross  that  he  may  have  no  power 
over  me,  for  he  is  as  wicked  as  he  is  strong." 

"Dost  thou  fear  him?"  asked  Offero.  "Then  I  will 
leave  thee  and  seek  him,  for  I  can  serve  no  master  who 
is  afraid  of  a  greater." 

Then  Offero  left  the  king  and  sought  Satan;  and 
Satan  welcomed  Offero  into  his  service. 

"  Come  with  me,"  said  Satan,  "  and  thy  service  shall 
be  easy  and  pleasant." 

By  and  by  they  came  to  a  place  where  four  roads 
met,  and  by  the  wayside  stood  a  cross.  When  Satan 
saw  the  cross,  he  turned  in  great  haste  and  led  his  army 
away. 

"What  is  this  cross?"  asked  Offero,  "and  why  dost 
thou  avoid  it?  Tell  me  or  I  will  leave  thee." 

Then  Satan  said:  "I  fear  the  cross  because  upon  it 
Christ  hung,  and  I  fly  from  it  lest  he  destroy  me." 

Then  Offero  left  Satan  and  went  in  search  of  Christ. 
After  many  days  he  came  upon  a  holy  man  and  asked 
him  where  he  should  find  Christ.   The  holy  man  said: 

"Thou  art  right.  Christ  is  the  greatest  king  on  earth 
or  in  heaven.  But  it  is  no  light  thing  to  serve  him.  He 
will  lay  great  burdens  on  thee.  And  first  thou  must 
fast." 

"I  will  not  fast,"  said  Offero,  "for  my  strength  makes 
me  a  good  servant,  and  if  I  fast  I  shall  be  weak." 

"Besides  thou  must  pray." 

"I  know  not  how  to  pray,  neither  will  I  learn,"  said 
the  proud  giant.  Then  the  holy  man  said: 

"Wilt  thou  use  thy  strength?  Find  out  some  broad, 
deep  river  with  a  swift  current,  so  swift  that  men  cannot 
cross  it." 


102  ETHICS  FOR  CHILDREN 

"I  know  such  a  stream,"  said  Offero. 

"Then  go  to  it  and  help  those  who  struggle  with  its 
waters.  Carry  across  on  thy  broad  shoulders  the  weak 
and  the  little  one.  This  is  a  good  work  and  it  may  be 
that  Christ  will  be  pleased." 

Offero  was  glad  to  be  given  this  task.  He  built  a  hut 
on  the  bank  of  the  river,  and  whenever  any  one  tried  to 
cross  the  stream  Offero  gave  him  aid.  Truly  he  was  The 
Bearer,  for  he  carried  many  across  on  his  shoulders,  so 
that  not  one  was  lost.  For  a  staff  he  used  a  great  palm 
tree  which  he  had  plucked  up  by  the  roots. 

At  last  one  night  as  he  was  resting  he  heard  a  voice 
like  that  of  a  weak  child  saying, 

"  Offero,  wilt  thou  bear  me  over?  " 

He  went  to  the  bank  of  the  river,  but  he  could  find  no 
one.  He  went  back  to  his  hut  and  lay  down.  Again  he 
heard  the  same  voice.  Then  he  lighted  a  lantern  and 
went  out  to  search  the  country  about.  Now  he  came 
upon  a  little  child  who  begged  him:  "Offero,  Offero, 
bear  me  over  to-night." 

He  lifted  the  child  up  and  placed  it  on  his  broad 
shoulders;  he  took  his  stout  staff  and  began  to  cross  the 
flood.  But  all  at  once  the  winds  blew,  the  waves  rose, 
and  there  was  a  roaring  in  his  ears  as  if  the  great  ocean 
were  let  loose;  the  weight  on  his  shoulders  bore  him 
down  more  and  more  until  he  feared  he  should  sink. 
But  he  held  firmly  to  his  stout  staff,  and  at  last  reached 
the  other  bank  and  placed  his  burden  safely  on  the 
ground. 

"What  have  I  borne?"  cried  Offero.  "It  could  not 
have  been  heavier  if  it  had  been  the  whole  world." 

Then  the  child  answered:  "Thou  didst  wish  to  serve 
me  and  I  have  chosen  thee  as  my  servant.  Thou  hast 
borne  not  the  whole  world,  but  the  king  of  the  whole 
world  on  thy  shoulders.  Thy  name  shall  be  Christ- 
offero,  the  Christbearer." 


FOURTH  YEAR:  GOLDEN  DEEDS   103 

Read  the  parable  of  the  sheep  and  the  goats.  Mat- 
thew, Chap.  XXV,  verses  33  to  46. 

Learn:  "Inasmuch  as  ye  have  done  it  unto  one  of 
the  least  of  these  my  brethren,  ye  have  done  it  unto 
me. 

Read:  "The  Three  Cakes,"  in  Forgotten  Tales  of 
Long  Ago,  by  E.  Lucas  (Stokes). 

JANUARY:  HEROISM 

Learn:  "Whosoever  will  save  his  life  shall  lose  it; 
but  whosoever  shall  lose  his  life  for  my  sake,  shall  save 
it." 

Read  the  following  selections:  "Heroes  of  the 
Storm";  "The  Life-savers  of  Lone  Hill";  "A  Modest 
Lad";  and  "A  Quick-witted  Mountain  Girl,"  from 
James  Baldwin's  An  American  Book  of  Golden  Deeds. 

Tell  real  stories  of  heroism  in  the  San  Francisco 
earthquake,  April  18,  1907;  in  the  saving  of  passengers 
on  the  steamship  Republic^  in  1909;  or  in  the  Sicilian 
earthquake  of  1909. 

THE  TWO  TRAVELERS  1 

Two  Friends,  Ganem  and  Salem,  were  journeying 
together,  when  they  came  to  a  broad  stream  at  the  foot 
of  a  hill.  The  woods  were  near  at  hand,  and  the  shade 
was  so  welcome  after  the  heat  of  the  desert  that  they 
halted  here  to  rest.  After  they  had  eaten  and  slept, 
they  arose  to  go  on,  when  they  discovered  near  at  hand 
a  white  stone,  upon  which  was  written  in  curious  let- 
tering this  inscription : 

>  From  The  Tortoite  and  the  Oee»e,  and  other  Fable*  of  Bidpai,  retold  by  Maud* 
Barrows  Dutton  (HougbtoD  MiflSin  Co.). 


104  ETHICS  FOR  CHILDREN 

Travelers,  we  have  prepared  an  excellent  banquet  for  your  refresh- 
ment; but  you  must  be  bold  and  deserve  it  before  you  can  obtain  it. 
What  you  are  to  do  is  this:  Throw  yourselves  bravely  into  the  stream 
and  swim  to  the  other  side.  You  will  find  there  a  lion  carved  from 
marble.  This  statue  you  must  lift  upon  your  shoulders  and,  with  one 
run,  carry  to  the  top  of  yonder  mountain,  never  heeding  the  thorns 
which  prick  your  feet  nor  the  wild  beasts  that  may  be  lurking  in  the 
bushes  to  devour  you.  When  once  you  have  gained  the  top  of  the 
mountain,  you  will  find  yourselves  in  possession  of  great  happiness. 

Ganem  was  truly  delighted  when  he  read  these  words. 
"See,  Salem,"  he  cried,  "here  lies  the  road  which  will 
lead  us  to  the  end  of  all  our  travels  and  labor.  Let  us 
start  at  once,  and  see  if  what  the  stone  says  be  true." 

Salem,  however,  was  of  another  mind.  "Perhaps," 
he  made  answer,  "this  writing  is  but  the  jest  of  some 
idle  beggar.  Perhaps  the  current  of  the  stream  runs 
too  swiftly  for  any  man  to  swim  it.  Perhaps  the  lion 
is  too  heavy  to  carry,  even  if  it  be  there.  It  is  almost 
impossible  that  any  one  could  reach  the  top  of  yonder 
mountain  in  one  run.  Take  my  word,  it  is  not  worth 
while  to  attempt  any  such  mad  venture.  I  for  one  will 
have  no  part  in  it." 

Nevertheless,  Ganem  was  not  to  be  discouraged. 
"My  mind  is  fully  made  up  to  try  it,"  he  replied,  "and 
if  you  will  not  go  with  me,  I  must  go  alone."  So  the 
two  friends  embraced,  and  Salem  rode  off  on  his  camel. 

He  was  scarcely  out  of  sight  before  Ganem  had 
stripped  off  his  clothes  and  thrown  himself  into  the 
stream.  He  soon  found  that  he  was  in  the  midst  of  a 
whirlpool,  but  he  kept  bravely  on,  and  at  last  reached 
the  other  side  in  safety.  When  he  had  rested  for  a  few 
moments  on  the  beach,  he  lifted  the  marble  lion  with 
one  mighty  effort,  and  with  one  run  reached  the  top 
of  the  mountain.  Here  he  saw  to  his  great  surprise  that 
he  was  standing  before  the  gates  of  a  beautiful  city. 
He  was  gazing  at  it  in  admiration,  when  strange  roars 
came  from  the  inside  of  the  lion  on  his  shoulder.   The 


FOURTH  YEAR:  GOLDEN  DEEDS   105 

roaring  grew  louder  and  louder,  until  finally  the  turrets 
of  the  city  were  trembling  and  the  mountain-sides  re- 
echoing with  the  tumult.  Then  Ganem  saw  to  his  aston- 
ishment that  great  crowds  of  people  were  pouring  oLt 
of  the  city  gates.  They  did  not  seem  afraid  of  the  noise, 
for  they  all  wore  smiling  faces.  As  they  came  nearer, 
Ganem  saw  that  they  were  led  by  a  group  of  young 
noblemen,  who  held  by  the  rein  a  prancing  black 
charger.  Slowly  they  advanced  and  knelt  before  Ganem, 
saying: 

"Brave  stranger,  we  beseech  thee  to  put  on  these 
regal  robes  which  we  are  bringing,  and,  mounted  upon 
this  charger,  ride  back  with  thy  subjects  to  the  city." 

Ganem,  who  could  scarcely  believe  his  ears,  begged 
them  to  explain  to  him  the  meaning  of  these  honors, 
and  the  noble  youths  replied: 

"Whenever  our  king  dies,  we  place  upon  the  stone 
by  the  river  the  inscription  which  you  have  read. 
Then  we  wait  patiently  until  a  traveler  passes  by  who 
is  brave  enough  to  undertake  the  bold  venture.  Thus 
we  are  always  assured  that  our  king  is  a  man  who  is 
fearless  of  heart  and  dauntless  of  purpose.  We  crown 
you  to-day  as  King  over  our  city." 

Learn:  "The  Three  Bells  of  Glasgow,"  by  John  G. 
Whittier. 

Read  the  poem  carefully  to  the  children  until  they 
get  its  spirit.  Its  ethical  message  is  that  we  must  take 
heart  and  hold  on,  till  our  work  is  accomplished. 

FEBRUARY:  FORGIVENESS 

A  SOLDIER'S  PARDON 

During  the  Civil  War  a  young  fellow  named  William 
Scott,  who  came  from  Vermont,  was  sentenced  to  be  shot 


106  ETHICS  FOR  CHILDREN 

because  he  had  fallen  asleep  at  his  post  when  it  was  his 
duty  to  guard  the  army  at  night.  Lincoln  could  never 
bear  to  have  any  one  shot,  and  he  went  himself  to  Scott's 
tent  and  asked  to  see  him.  They  had  a  long  talk  to- 
gether, and  Lincoln  asked  Scott  about  his  mother. 
Scott  drew  out  her  picture,  which  he  always  carried 
with  him,  and  tears  came  into  his  eyes  at  the  thought 
that  he  might  never  see  her  again. 

"Well,"  said  Lincoln  at  last,  "you're  not  going  to 
be  shot.  But  tell  me  how  can  you  repay  me  for  setting 
you  free  and  pardoning  you?" 

Scott  hesitated.  "We're  very  poor,"  he  said,  "but 
I  think  we  might  get  $500,  if  we  mortgaged  the  farm." 

"No,  that  won't  do,"  said  Lincoln;  "my  bill  is  larger 
than  that.  And  there's  only  one  man  who  can  pay  it, 
and  that's  William  Scott.  If  from  this  day  he  does  just 
what  he  ought  to  be  doing  for  the  country,  I  shall  be 
repaid  in  full." 

k«  Scott  never  forgot.  He  fought  for  his  country,  and  at 
last  died  in  her  service. 

Read:  "The  Sympathy  of  Abraham  Lincoln"  and 
"A  Hero  of  Valley  Forge,"  from  Baldwin's  An  Ameri- 
can Book  of  Golden  Deeds. 

Learn:  "Blessed  are  the  merciful:  for  they  shall  re- 
ceive mercy.  Blessed  are  the  pure  in  heart:  for  they 
shall  see  God.  Blessed  are  the  peacemakers:  for  they 
shall  be  called  the  children  of  God."  Matthew,  Chap. 
V,  verses  7  to  9.         / 

Read:  Matthew,  Chap,  v,  verses  43  to  48. 

Read  the  story  of  Queen  Philippa  pleading  for  the 
men  of  Calais,  in  the  chapter,  "  Edward  the  Black 
Prince,"  in  European  Hero  Stories,  by  Eva  March 
Tappan  (Houghton  MiflSin  Co.). 


FOURTH  YEAR:  GOLDEN  DEEDS      107 

Learn: 

As  one  lamp  lights  another  nor  grows  less. 
So  nobleness  enkindleth  nobleness. 

Yussouf  —  Lowell. 

THE  GOOD  BISHOP » 

BY  VICTOR  HUGO 

Jean  Valjean  was  a  wood-chopper's  son,  who,  while 
very  young,  was  left  an  orphan.  His  older  sister  brought 
him  up,  but  when  he  was  seventeen  years  of  age,  his 
sister's  husband  died,  and  upon  Jean  came  the  labor 
of  supporting  her  seven  little  children.  Although  a  man 
of  great  strength,  he  found  it  very  difficult  to  provide 
food  for  them  at  the  poor  trade  he  followed. 

One  winter  day  he  was  without  work,  and  the  chil- 
dren were  crying  for  bread.  They  were  nearly  starved; 
and,  when  he  could  withstand  their  entreaties  no  longer, 
he  went  out  in  the  night,  and,  breaking  a  baker's  win- 
dow with  his  fist,  carried  home  a  loaf  of  bread  for  the 
famishing  children.  The  next  morning  he  was  arrested 
for  stealing,  his  bleeding  hand  convicting  him. 

For  this  crime  he  was  sent  to  the  galleys  with  an  iron 
collar  riveted  around  his  neck,  with  a  chain  attached, 
which  bound  him  to  his  galley  seat.  Here  he  remained 
four  years,  then  he  tried  to  escape,  but  was  caught,  and 
three  years  were  added  to  his  sentence.  Then  he  made 
a  second  attempt,  and  also  failed,  the  result  of  which 
was  that  he  remained  nineteen  years  as  a  galley  slave 
for  stealing  a  single  loaf  of  bread. 

When  Jean  left  the  prison,  his  heart  was  hardened. 
He  felt  like  a  wolf.  His  wrongs  had  embittered  him, 
and  he  was  more  like  an  animal  than  a  man.  He  came 
with  every  man's  hand  raised  against  him  to  the  town 
where  the  good  bishop  lived. 

>  Adapted  from  Let  Miiirablet,  by  Joel  H.  MetcaU.  in  World  Stories. 


108  ETHICS  FOR  CHILDREN 

At  the  inn  they  would  not  receive  him  because  they 
knew  him  to  be  an  ex-convict  and  a  dangerous  man. 
Wherever  he  went,  the  knowledge  of  him  went  before, 
and  every  one  drove  him  away.  They  would  not  even 
allow  him  to  sleep  in  a  dog  kennel  or  give  him  the  food 
they  had  saved  for  the  dog.  Everywhere  he  went  they 
cried:  "Be  oflP!  Go  away,  or  you  will  get  a  charge  of 
shot."  Finally,  he  wandered  to  the  house  of  the  good 
bishop,  and  a  good  man  he  was. 

For  his  duties  as  a  bishop,  he  received  from  the  State 
$3000  a  year;  but  he  gave  away  to  the  poor  $2800  of 
it.  He  was  a  simple,  loving  man,  with  a  great  heart, 
who  thought  nothing  of  himself,  but  loved  everybody. 
And  everybody  loved  him. 

Jean,  when  he  entered  the  bishop's  house,  was  a  most 
forbidding  and  dangerous  character.  He  shouted  in  a 
harsh  loud  voice:  "Look  here,  I  am  a  galley  slave.  Here 
is  my  yellow  passport.  It  says:  'Five  years  for  robbery 
and  fourteen  years  for  trying  to  escape.  The  man  is  very 
dangerous.'  Now  that  you  know  who  I  am,  will  you  give 
me  a  little  food,  and  let  me  sleep  in  the  stable?" 

The  good  bishop  said:  "Sit  down  and  warm  yourself. 
You  will  take  supper  with  me,  and  after  that  sleep 
here." 

Jean  could  hardly  believe  his  senses.  He  was  dumb 
with  joy.  He  told  the  bishop  that  he  had  money,  and 
would  pay  for  his  supper  and  lodging. 

But  the  priest  said:  "You  are  welcome.  This  is  not 
my  house,  but  the  house  of  Christ.  Your  name  was 
known  to  me  before  you  showed  me  your  passport. 
You  are  my  brother." 

After  supper  the  bishop  took  one  of  the  silver  candle- 
sticks that  he  had  received  as  a  Christmas  present,  and, 
giving  Jean  the  other,  led  him  to  his  room,  where  a  good 
bed  was  provided.  In  the  middle  of  the  night  Jean 
awoke  with  a  hardened  heart.  He  felt  that  the  time  had 


FOURTH  YEAR:  GOLDEN  DEEDS   109 

come  to  get  revenge  for  all  his  wrongs.  He  remembered 
the  silver  knives  and  forks  that  had  been  used  for  supper, 
and  made  up  his  mind  to  steal  them,  and  go  away  in 
the  night.  So  he  took  what  he  could  find,  sprang  into 
the  garden,  and  disappeared. 

When  the  bishop  awoke,  and  saw  his  silver  gone,  he 
said:  "I  have  been  thinking  for  a  long  time  that  I  ought 
not  to  keep  the  silver.  I  should  have  given  it  to  the 
poor,  and  certainly  this  man  was  poor." 

At  breakfast-time  five  soldiers  brought  Jean  back  to 
the  bishop's  house.  When  they  entered,  the  bishop, 
looking  at  him,  said:  "Oh,  you  are  back  again!  I  am 
glad  to  see  you.  I  gave  you  the  candlesticks,  too,  which 
are  silver  also,  and  will  bring  forty  dollars.  Why  did 
you  not  take  them.?" 

Jean  was  stunned  indeed  by  these  words.  So  were 
the  soldiers.  "This  man  told  us  the  truth,  did  he?" 
they  cried.  "We  thought  he  had  stolen  the  plate  and 
was  running  away.  So  we  quickly  arrested  him." 

But  the  good  bishop  only  said:  "It  was  a  mistake 
to  have  him  brought  back.  Let  him  go.  The  silver  is 
his.    I  gave  it  to  him." 

So  the  oflBcers  went  away. 

"Is  it  true,"  Jean  whispered  to  the  bishop,  "that  I 
am  free?   I  may  go?" 

"Yes,"  he  replied,  "but  before  you  go  take  your 
candlesticks." 

Jean  trembled  in  every  limb,  and  took  the  candle- 
sticks like  one  in  a  dream. 

"Now,"  said  the  bishop,  "depart  in  peace,  but  do  not 
go  through  the  garden,  for  the  front  door  is  always  open 
to  you  day  and  night." 

Jean  looked  as  though  he  would  faint. 

Then  the  bishop  took  his  hand,  and  said:  "Never 
forget  you  have  promised  me  you  would  use  the  money 
to  become  an  honest  man." 


110  ETHICS  FOR  CHILDREN 

He  did  not  remember  having  promised  anything, 
but  stood  silent  while  the  bishop  continued  solemnly: 

"Jean  Valjean,  my  brother,  you  no  longer  belong  to 
evil,  but  to  good.  I  have  bought  your  soul  for  you. 
I  withdrew  it  from  black  thoughts  and  the  spirit  of 
hate,  and  gave  it  to  God." 

Thus  there  began  in  the  heart  of  Jean  a  life-and- 
death  struggle  between  the  spirit  of  hate  and  the  spirit 
of  love,  and  because  of  the  good  bishop's  forgiveness 
the  spirit  of  goodness  won.  He  became  a  great  and 
good  man,  whose  story,  when  you  are  older,  I  am  sure 
you  will  all  read. 

MARCH:  COMPASSION 

Read  the  story  of  the  Good  Samaritan  (Luke,  Chap. 
X,  verses  30  to  38). 

Picture  the  Eastern  country,  the  lonely  road,  the 
type  of  inns.  Tell  of  the  scorn  of  Jews  for  Samaritans. 
Read:  Worcester's  On  Holy  Ground. 

After  telling  the  parable  of  the  Good  Samaritan,  ask 
some  child  to  repeat  it.  Then  tell  the  class  how 
many  people  have  been  moved  by  this  story  to  be 
merciful  and  compassionate. 

Tell  the  story  of  Clara  Barton  and  the  Red  Cross. 

Read:  "The  Milan  Bird  Cages,"  by  Margaret  J.  Pres- 
ton. 

THE  BANYAN  DEER » 

Once  upon  a  time  there  was  in  an  Eastern  country 
a  king  who  cared  more  for  hunting  than  for  any  other 
amusement.  Every  day  he  called  together  as  many  men 
as  he  could,  and  went  out  to  shoot  deer  in  the  forest. 

>  Adapted  from  The  Jataka  Tale»,  by  Mrs.  Charles  A.  Lane,  in  The  Fiut  Book 
^  Religion. 


FOURTH  YEAR:  GOLDEN  DEEDS   111 

At  length  his  people  said:  "This  king  of  ours  is  wasting 
our  time  and  hindering  our  work.  If  he  must  hunt  the 
deer,  let  us  arrange  it  so  that  he  will  not  need  our  help. 
We  will  drive  all  the  deer  that  we  can  find  into  a  park, 
and  there  we  will  plant  food  for  them  to  eat.  Then  the 
king  can  have  his  pleasure,  while  we  go  on  with  our  work. '  * 

So  they  planted  grass  and  walled  in  the  park,  and 
drove  into  it  two  great  herds  of  deer,  five  hundred  in 
each  herd.  The  king  of  each  herd  was  a  fine  golden 
stag,  with  eyes  like  jewels  and  horns  like  shining  silver. 
One  stag  was  called  the  Branch  deer;  the  other,  the 
Banyan  deer. 

Then  the  people  went  to  their  king  and  said:  "Sire, 
we  have  done  all  that  we  can  to  make  your  hunting 
easy  by  driving  the  deer  into  the  great  park.  Permit 
us  now  to  go  on  with  our  own  work."  So  the  king 
agreed,  and  went  to  the  park  to  look  at  the  deer. 

When  he  saw  the  Banyan  deer  and  the  Branch  deer, 
he  admired  them  so  much  that  he  promised  them  that 
they  should  never  be  killed  by  him.  Every  day  he  or 
his  cook  would  go  to  the  park  and  shoot  a  deer,  but  no 
one  ever  troubled  the  Banyan  deer  or  the  Branch  deer. 
The  rest  of  the  herds,  however,  lived  in  a  state  of  dread. 
At  the  first  sight  of  bow  and  arrows  they  would  rush 
off,  trembling  with  fright,  bruising  themselves  against 
trees  and  rocks. 

Then  the  Banyan  deer  went  to  the  Branch  deer, 
and  said  to  him: 

"Friend,  our  herds  are  being  needlessly  tormented. 
Since  the  deer  must  die,  let  them  go  to  their  death  by 
turns,  one  from  my  flock  on  one  day  and  next  day  one 
from  yours.  Then  the  others  can  live  in  peace." 

The  Branch  deer  agreed  to  this,  and  so  it  went  on  for 
some  time  until  one  day  the  lot  fell  on  a  mother  deer 
belonging  to  the  herd  of  Branch.  Going  to  her  leader, 
she  said:  "What  shall  I  do,  king  of  the  deer?  My  little 


112  ETHICS  FOR  CHILDREN 

one  cannot  live  without  me.  Let  me  go  free  until  he  is 
able  to  take  care  of  himself;  then  I  will  take  my  turn." 

"No,"  said  the  Branch  deer,  "it  is  unfair  to  the  next 
deer  to  kill  him  even  a  day  before  his  time.  I  can  do 
nothing  for  you." 

Then  the  doe  went  to  the  Banyan  deer  and  told  him 
her  story.  And  he  answered:  "Go  home  in  peace.  I 
will  see  that  some  other  takes  your  place." 

No  sooner  had  she  left  him  than  the  Banyan  deer 
went  to  the  place  appointed  by  the  king,  and  laid  him- 
self down  to  be  killed.  The  king  was  astonished  when 
he  saw  him  lying  there. 

"My  friend,"  he  said,  "I  promised  to  spare  your  life. 
Why  are  you  lying  here  to  be  killed?" 

"Sire,"  said  the  Banyan  deer,  "there  came  to  me  a 
poor  mother  deer  who  prayed  me  to  let  her  turn  fall  on 
another  until  the  time  when  her  little  one  should  be 
grown.  As  I  could  not  ask  another  to  take  her  place, 
I  have  come  to  lay  down  my  own  life  in  her  stead." 

"O  Banyan  deer!"  said  the  king,  "arise,  and  go  in 
peace.   I  will  spare  her  life  as  well  as  yours." 

"Though  two  of  us  are  spared,"  said  the  Banyan 
deer,  "what  will  the  others  do?  Life  is  dear  to  us  all." 

"Their  lives  I  spare  with  yours,"  said  the  king. 
"No  innocent  creatures  in  future  shall  be  killed  for  my 
selfish  pleasure." 

Then  the  Banyan  deer  blessed  the  king  for  his  mercy, 
and  went  back  with  his  herd  to  the  forest. 


APRIL:  PATRIOTISM 

Tell  the  story  of  William  Tell,  from  Baldwin's  Fifty 
Famous  Stories  Retold. 

Questions :  Why  did  Tell  refuse  to  bow  before  Gess- 
ler?  Why  was  Tell  ready  to  put  his  little  boy  into  such 


FOURTH  YEAR:  GOLDEN  DEEDS   113 

langer?  Was  he  right  or  wrong  to  do  it?  Why?  Was 
the  boy  afraid?  Why  not?  How  did  Tell  serve  his 
country?  Is  it  greater  to  serve  your  country  or  your 
own  interests?  Why  do  we  say  that  America  is  a  free 
country?  Who  can  keep  it  free?  How  can  we  help  to 
keep  it  free? 

Read:  "Freedom,"  by  James  Russell  Lowell. 

Tell  the  story  of  Arnold  von  Winkelried,  in  Baldwin's 
Fijiy  Famous  Stories  Retold. 

Questions :  Which  seems  to  you  the  braver,  Winkel- 
ried or  Tell?  Why?  What  did  Winkelried  say  to  his 
comrades?  Why  was  he  willing  to  leave  his  wife  and 
family?  What  would  have  happened  if  he  had  not  been 
ready  to  die?  Did  he  have  any  arms?  What  did  he  call 
out?  What  is  liberty? 

Sing:  "America,"  together. 

April  18,  read:  "Lexington,"  by  O.  W.  Holmes. 
This  poem  is  found  in  many  of  the  school  readers. 

Learn  the  first  stanza  of  Emerson's  "Concord 
Hymn  " : 

By  the  rude  bridge  that  arched  the  flood, 

Their  flag  to  April's  breeze  unfurled 
Here  once  the  embattled  farmers  stood. 
And  fired  the  shot  heard  round  the  world. 

Read  "Christian's  Fight  with  Apollyon,"  in  The  Pil- 
grim's Progress,  by  John  Bunyan. 
Learn: 

WAYSIDE  FLOWERS » 

BY   WILLIAM  ALLINGHAM 

Pluck  not  the  wayside  flower; 
It  is  the  traveler's  dower. 

'  From  Poemt  and  Rhymes,  vol.  ix,  The  Children's  Hour.  Selected  and  ar< 
ranged  by  Eva  March  Tappan  (Houghton  Mifflin  Co.). 


114  ETHICS  FOR  CHILDREN 

A  thousand  passers-by 
Its  beauties  may  espy, 
May  win  a  touch  of  blessing 
From  Nature's  mild  caressing. 
The  sad  of  heart  perceives 
A  violet  under  leaves, 
Like  some  fresh-budding  hope; 
The  primrose  on  the  slope 
A  spot  of  sunshine  dwells 
And  cheerful  message  tells 
Of  kind  renewing  power; 
The  nodding  bluebell's  dye 
Is  drawn  from  happy  sky. 
Then  spare  the  wayside  flower! 
It  is  the  traveler's  dower. 


MAY:  PERSEVERANCE 

Every  teacher  ought  to  own  Helen  Keller's  Story 
of  My  Life,  and  to  read  her  The  World  I  live  In.  The 
account  in  the  autobiography  of  her  eager  and  pa- 
tient struggle  for  an  education  lifts  to  a  new  plane 
of  value  all  we  so  easily  acquire.  The  story  interests 
children  greatly,  and  if  any  of  them  catch  the  brave, 
buoyant  spirit  in  which  Helen  Keller  finds  light  in 
darkness,  they  will  have  received  a  great  gift. 

Taking  a  month  for  the  work.  Chapters  i  to  vi  could 
be  gone  over  the  first  week;  vii  to  xii  the  second  week; 
xiii  and  xviii  to  xx  the  third  week  (omitting  the  inter- 
mediate chapters) ;  and  from  xxi  to  the  end  of  the  life 
the  fourth  week. 

Read  the  account  of  her  personality,  pages  286  to 
290,  and  Miss  Sullivan's  letters,  pages  303  to  352. 

The  story  should,  of  course,  be  told  rather  than  read. 


FOURTH  YEAR:  GOLDEN  DEEDS   115 

Below  will  be  found  suggestions  for  the  story  of  Helen's 
first  experience  in  learning  the  meaning  of  words. 


THE  BLIND  AND  DEAF  CHH^D 

Have  you  ever  been  at  sea  or  on  a  wide  lake  or  river? 
Sometimes  there  is  a  thick  fog,  a  great  white  darkness, 
and  the  ship  just  feels  its  way  along,  moaning  with  its  fog 
horn,  and  the  captain  is  afraid  any  moment  that  some- 
thing terrible  may  happen.  Helen  Keller  says  that  is 
the  way  she  felt  before  she  had  any  chance  to  learn 
anything.  When  she  was  a  little  baby  twenty  months 
old,  she  had  an  illness  that  left  her  wholly  blind  and 
wholly  deaf.  She  picked  up  a  good  deal  of  knowledge 
just  through  touching  things.  At  five  years  old  she 
could  fold  and  put  away  the  clean  clothes  and  find  her 
own  dresses,  and  her  mother  often  sent  her  on  errands. 
But  she  had  no  words  and  no  hearing  and  could  see 
nothing. 

When  Helen  was  nearly  seven,  her  teacher.  Miss 
Sullivan,  came  to  live  with  her.  Miss  Sullivan  gave 
her  a  doll,  and  at  the  same  time  she  made  little 
raps  in  Helen's  hand  to  spell  doll.  Then  Helen  copied 
the  little  raps,  but  she  did  not  know  that  everything 
has  a  name.  One  morning  Miss  Sullivan  took  Helen 
to  the  well  and  put  her  hand  under  the  spout,  while  she 
herself  spelt  the  word  water  in  Helen's  hand.  Suddenly 
Helen  understood.  The  little  taps  on  her  palm  meant 
the  cool,  rippling,  wet  thing  that  flowed  over  her  hands. 
She  had  learned  that  everything  has  a  name.  And  im- 
mediately she  wanted  to  learn  a  great  many  more  names; 
she  learned  mother,  father,  sister,  teacher,  all  the  same 
day.  And  as  she  lay  in  her  crib  that  night,  she  says  no 
one  could  have  been  happier,  for  the  fog  had  begun  to 
clear  away. 


116  ETHICS  FOR  CHILDREN 

SONG  OF  LIFE 

BY  CHARLES  MACKAT 

A  traveler  on  a  dusty  road 

Strewed  acorns  on  the  lea;  >v^ 

And  one  took  root  and  sprouted  up. 

And  grew  into  a  tree. 
Love  sought  its  shade  at  evening-time. 

To  breathe  its  early  vows; 
And  Age  was  pleased,  in  heights  of  nooilf 

To  bask  beneath  its  boughs. 
The  dormouse  loved  its  dangling  twigs. 

The  birds  sweet  music  bore  — 
It  stood  a  glory  in  its  place, 

A  blessing  evermore. 

A  little  spring  had  lost  its  way 

Amid  the  grass  and  fern; 
A  passing  stranger  scooped  a  well 

Where  weary  men  might  turn. 
He  walled  it  in,  and  hung  with  care 

A  ladle  on  the  brink; 
He  thought  not  of  the  deed  he  did. 

But  judged  that  Toil  might  drink. 
He  passed  again;  and  lo!  the  well. 

By  summer  never  dried, 
Had  cooled  ten  thousand  parched  tonguea» 

And  saved  a  life  beside. 

A  nameless  man,  amid  the  crowd 
That  thronged  the  daily  mart. 

Let  fall  a  word  of  hope  and  love. 
Unstudied  from  the  heart, 

A  whisper  on  the  tumult  tlirowil» 
A  transitory  breath. 


FOURTH  YEAR:  GOLDEN  DEEDS   117 

It  raised  a  brother  from  the  dust. 

It  saved  a  soul  from  death. 
O  germ!  O  fount!  O  word  of  love! 

O  thought  at  random  east! 
Ye  were  but  little  at  the  first. 

But  mighty  at  the  last. 

Learn:  "Do  all  the  good  you  can,  to  all  the  people 
you  can,  as  long  as  ever  you  can,  in  every  place  you 
can." 

Write  a  story  of  some  one  who  tried  this  for  one  day. 
What  happened  in  the  morning  ?  the  afternoon  ?  the 
evening  ? 

Learn:  "Nobility,"  by  Alice  Gary. 


FIFTH  TEAR 

ETHICAL  CENTRE:  LOYALTY 

INTRODUCTION 

For  the  work  of  the  fifth  year,  the  central  moral 
theme  is  loyalty.  Loyalty  is  willing  and  thorough  de- 
votion to  your  accepted  cause.  The  children  are  old 
enough  to  realize  that  without  loyalty  nothing  great 
is  achieved.  The  motto  for  the  year  might  well  be: 
"He  that  is  faithful  in  that  which  is  least,  is  faithful 
also  in  much."  The  occasions  for  loyalty  are  as  many 
as  the  moments  of  conscious  life.  The  examples  of 
loyalty  include  every  man,  woman,  or  child  who  is 
doing  his  or  her  best. 

With  grade  five,  the  ethical  questions  asked  of  the 
class  may  include  those  in  regard  to  which  there  is  differ- 
ence of  opinion.  The  pupils  can  begin  to  be  trained  in 
accurate  and  fair-minded  thinking.  I  have  therefore 
suggested  a  number  of  questions  for  discussion  regard- 
ing weak  and  strong  types  of  loyalty.  The  teacher  must 
of  course  know  clearly  just  what  she  herself  thinks  on 
these  points  before  she  enters  the  class-room  and  guide 
the  discussion  to  its  true  goal.  Children  often  ask  ques- 
tions that  would  puzzle  a  sage,  and  it  is  well  for  the 
teacher  to  anticipate  as  many  of  these  as  she  can. 
Some  of  the  questions  may  be  made  the  subject  of  a 
short  composition,  and  in  most  cases  it  will  be  best  to 
have  the  answers  written  and  handed  in  before  they 
are  discussed  in  class. 


FIFTH  YEAR:  LOYALTY  119 

Bring  out  by  the  end  of  the  year  these  truths:  Loy- 
alty is  possible  at  all  times;  loyalty  is  contagious; 
loyalty  makes  us  happy;  loyalty  gives  us  honor  and 
self-respect. 


SEPTEMBER:  LOYALTY  TO  OUR 
PROMISES 

Read:  "The  Story  of  Regulus,"  in  Baldwin's  Fifty 
Famous  Stories. 

Questions:  Would  Regulus  have  been  right  to  try 
to  make  peace?  Ought  he  to  have  stayed  at  Rome  with 
his  wife?  Why  not?  If  a  person  never  breaks  his  word, 
will  he  become  honored  in  business?  If  he  can  make 
more  money  by  breaking  his  word,  ought  he  to  do  it? 
Ought  we  ever  to  break  our  word?  If  we  have  pro- 
mised something  wrong?  If  we  have  agreed  to  do  what 
is  dangerous?  If  you  are  "dared"  to  do  anything,  is  it 
wrong  to  break  your  word?  Why?  What  good  comes 
of  always  keeping  any  sensible  promise? 

Learn:  Longfellow's  "Excelsior."  ^ 

Bring  out  the  duty  that  every  one  has  of  learning  to 
say :  No;  because  he  has  accepted  an  aim  in  life  —  the 
aim  to  go  up  higher.  This  aim  is  like  a  contract  with 
ourselves. 

DAMON  AND  PYTHIAS 

More  than  two  thousand  years  ago  two  young  men 
who  were  intimate  friends  lived  in  Greece.  Their 
names  were  Damon  and  Pythias. 

The  ruler  of  the  country,  named  Dionysius,  was  a 
cruel  man.   He  put  Pythias  into  prison  and  set  a  day 

>  Id  The  Children'*  Hour  and  Other  Poemt,  Riverside  Literature  Series. 


120  ETHICS  FOR  CHILDREN 

for  his  death.  Pythias  had  done  nothing  wrong,  but  he 
had  convicted  the  ruler  of  wrong-doing. 

The  father  and  mother  of  Pythias  lived  in  another 
part  of  the  country.  "May  I  go  home  to  bid  them 
good-by ,  and  to  arrange  my  aflfairs  before  I  die?  "  he 
asked. 

The  ruler  laughed.  "That  is  a  strange  request,"  said 
he.  "Of  course  you  would  escape  and  you  would  never 
come  back." 

At  that  moment  Damon  stepped  forward.  "I  am 
his  friend,"  he  said.  "  I  will  stay  in  prison  till  Pythias 
returns." 

Then  the  ruler  asked:  "What  will  happen  if  Pythias 
does  not  return?" 

"I  will  die  for  him,"  said  Damon. 

This  surprised  Dionysius  very  much.  He  put  Damon 
in  prison  and  Pythias  went  home.  Weeks  went  by  and 
Pythias  did  not  return.  At  last  the  day  of  execution 
came,  and  Damon  was  led  out  to  be  put  to  death.  He 
said:  "Pythias  will  come  if  he  is  alive.  I  can  trust  him 
absolutely." 

Just  then  soldiers  ran  up,  shouting:  "Here  he  comes! 
Here  he  comes!" 

Yes,  there  was  Pythias,  breathless  with  haste.  He 
had  been  shipwrecked  on  his  journey  and  had  been  cast 
on  shore  many  miles  away.  He  had  walked  all  those 
miles  to  get  back  in  time. 

Dionysius  was  greatly  moved.  "You  are  both  free,** 
said  he.  "I  would  give  all  I  have  for  one  such  friend. 
Will  you  let  me  become  a  friend  to  you  both?" 

Learn:  "The  Overland  Mail,"  by  Rudyard  Kipling. 

Read:  "Bayard,"  in  Little  Stories  of  France,  by  Maude 
B.  Dutton  (American  Book  Co.). 

Read:  "The  Little  Persian,"  adapted  by  Mrs.  Charles 
A.  Lane,  in  The  First  Book  of  Religion* 


FIFTH  YEAR:  LOYALTY  121 

OCTOBER:  LOYALTY  TO  OUR 
COUNTRY 

THE  FLAG  GOES  BY» 

BY  HENBY  H.   BENNETT 

Hats  off! 
Along  the  street  there  comes 
A  blare  of  bugles,  a  ruffle  of  drums, 
A  flash  of  color  beneath  the  sky. 

Hats  off! 
The  flag  is  passing  by. 

Blue  and  crimson  and  white  it  shines 
Over  the  steel-tipped,  ordered  lines. 

Hats  off! 
The  colors  before  us  fly; 
But  more  than  the  flag  is  passing  by. 

Sea-fights  and  land-fights,  grim  and  great. 
Fought  to  make  and  save  the  state; 
Weary  marches  and  sinking  ships; 
Cheers  of  victory  on  dying  lips; 

Days  of  plenty  and  years  of  peace; 
March  of  a  strong  land's  swift  increase; 
Equal  justice,  right  and  law; 
Stately  honor  and  reverent  awe. 

Sign  of  a  nation,  great  and  strong 
To  ward  her  people  from  foreign  wrong. 
Pride  and  glory  and  honor,  all 
Live  in  the  colors  to  stand  or  fall. 

*  Beprinted  by  permission  of  The  Youth't  Companion, 


122  ETHICS  FOR  CHILDREN 

Hats  off! 
Along  the  street  there  comes 
A  blare  of  bugles,  a  ruffle  of  drums. 
And  loyal  hearts  are  beating  high. 

Hats  off! 
The  flag  is  passing  by! 

Learn:  "A  Salute  to  the  Flag,"  by  Charles  Sumner: 

"White  for  purity,  red  for  valor,  blue  for  justice, 
the  flag  of  our  country,  to  be  cherished  by  all  our  hearts, 
to  be  upheld  by  all  our  hands." 

Learn:  "An  American  in  Europe,"  by  Henry  van 
Dyke. 

Read:  Whittier's  "Barbara  Frietchie."* 

Read:  "The  Heroine  of  Fort  Henry,"  in  Baldwin's 
American  Book  of  Golden  Deeds.  Let  one  of  the  class 
repeat  and  discuss  the  story  next  day. 

Read:  "The  Sanitary  Commission,"  in  the  same 
book. 

Tell  of  the  various  pieces  of  good  work  done  by  loyal 
women  during  the  Civil  War.  Read  Lincoln's  letter 
to  Mrs.  Bixby  on  the  death  of  her  five  sons.^  Tell  about 
the  work  done  by  Clara  Barton  and  Dorothea  Dix. 

Read:  "The  Red  Cross,"  in  Baldwin's  American 
Book  of  Golden  Deeds. 

NOVEMBER:  LOYALTY  TO  WORK 

Give  an  account  of  the  George  Junior  Republic  from 
The  Junior  Republic,  by  William  R.  George  (Apple- 
ton).    Its  motto  is:  "Nothing  without  labor."    Poole's 

'  See  Mabel  Martin,  and  Other  Poemt,  Riverside  Literature  Series. 
2  See  Moores's  Life  of  Abraham  Lincoln  for  Boya  and  Qirls,  Riverside  Literatim 
Series. 


FIFTH  YEAR:  LOYALTY  123 

Index  to  Periodical  Literature  will  give  access  to  inter- 
esting articles  on  the  work  done  at  the  Republic,  and 
reports  will  be  sent  by  Mr.  George  on  request. 

Let  the  pupils  notice  or  read  about  the  harvests  and 
the  loyal  labor  involved  in  gleaning,  and  packing,  and 
in  transporting  our  wheat,  corn,  and  fruit  to  distant 
lands. 

Tell  some  stories  from  the  life  of  Pasteur.  A  most 
interesting  life  of  Pasteur  is  that  by  Rene  Vallery  Radot 
(Doubleday,  Page  &  Co.). 

A  LOYAL  WORKER 

Louis  Pasteur  was  born  December  27, 1822,  died  Sep- 
tember 8,  1895,  and  lived  in  the  mountain  country  be- 
tween France  and  Switzerland,  His  father  was  a  poor 
tanner;  he  had  served  under  Napoleon,  and  had  many 
stories  to  tell  about  the  war. 

Pasteur  as  a  boy  always  worked  hard  because  he 
wanted  to  find  out  what  could  be  done  by  making 
scientific  experiments.  One  day  in  his  chemistry  class 
he  tried  to  get  phosphorus  out  of  bone.  His  teacher 
told  him  that  it  was  a  long  and  tedious  experiment, 
but  Pasteur  waited  for  a  holiday  and  then  worked  from 
4  A.  M.  until  9  p.  M.  till  he  had  got  three  ounces  of  phos- 
phorus out  of  bone. 

When  he  graduated  from  school  he  opened  a  new 
college  to  teach  scientific  farming,  and  in  four  years* 
time  his  lecture  rooms  were  crowded. 

Millions  of  French  people  depended  for  their  living 
on  raising  silkworms  and  sheep,  and  making  wine  from 
grapes.  So  Pasteur  studied  and  experimented  to  find 
out  what  it  was  that  caused  wine  and  vinegar  to  fer- 
ment and  turn  too  strong  and  acid.  He  found  that  the 


124  ETHICS  FOR  CHILDREN 

trouble  was  due  to  tiny  germs  invisible  without  a  micro- 
scope. And  then  he  had  a  great  idea.  He  asked  himself: 
If  diseases  in  wines  are  caused  by  germs,  why  may  not 
diseases  in  people  be?  And  if  we  can  get  rid  of  germs, 
may  not  people  recover  instead  of  dying? 

Naturally,  Pasteur  longed  to  work  out  this  idea  and 
save  people's  lives,  but  just  as  he  was  about  to  take  it 
up,  the  French  government  asked  him  to  do  something 
else.  The  silkworms  were  dying  by  millions,  and  the 
French  peasants,  who  made  their  living  by  making  silk, 
were  in  despair  about  the  loss  of  their  silkworms.  The 
government  authorities  said  to  Pasteur:  "You  can  help 
us  if  you  will  find  out  what  causes  the  trouble  and  how 
it  can  be  prevented." 

Pasteur  set  to  work  faithfully.  It  was  fatiguing  work 
and  a  strain  on  his  health,  for  he  had  to  live  for  months 
in  damp  and  overheated  glass  houses  in  order  to  watch 
the  silkworms.  It  was  five  years  before  he  discovered 
a  cure.  Before  he  had  finished  the  work  he  had  a  stroke 
of  paralysis,  but  he  would  not  yield.  Just  as  soon  as  pos- 
sible he  went  back  to  his  hothouse.  His  doctors  advised 
him  that  it  might  be  dangerous  to  his  health.  "  But," 
he  answered,  "this  work  must  be  done;  the  future  of 
France  and  of  my  countrymen  depends  on  my  success.'* 

After  he  had  learned  how  to  cure  the  silkworms,  Pas- 
teur discovered  how  to  kill  the  germs  that  get  into  wounds 
and  poison  people.  Then  he  learned  how  to  prevent 
the  fever  that  killed  hundreds  of  thousands  of  cattle 
and  sheep  and  horses  in  France. 

And  then  he  made  a  wonderful  cure  for  hydrophobia, 
a  disease  caused  by  the  bites  of  mad  dogs.  Now  every 
one  bitten  by  a  mad  dog  can  hope  to  be  given  a  special 
treatment  and  cured.  Before  Pasteur's  discovery,  almost 
every  one  bitten  had  died.  We  owe  the  safety  of  our 
lives  here  in  America  in  large  part  to  Pasteur  and  to  his 
faithfulness  to  work. 


FIFTH  YEAR:  LOYALTY  125 

Read  Pasteur's  life,  Chapters  x  and  xiii.  In  Chap- 
ter xiii  is  a  moving  account  of  the  first  vaccination 
against  hydrophobia  given  to  a  boy  of  nine  years. 

Study  the  work  of  the  brothers  Orville  and  Wilbur 
Wright.  Show  their  quiet  persistence  at  their  task ;  their 
dauntlessness;  their  modesty  in  the  presence  of  success. 


DECEMBER:  LOYALTY  TO  OUR 
FAITH 

STORIES  OF  THE  HEBREW  EXILES 

Several  centuries  after  the  time  of  David,  the  Jews 
were  conquered  and  carried  away  into  Babylon,  and 
for  seventy  years  they  were  exiles  and  captives.  By  the 
help  of  God,  and  their  excellence  of  spirit,  Daniel  and 
his  three  comxjanions  were  raised  to  high  positions  in 
the  empire.  Yet  never  in  poverty  or  in  wealth  were 
they  unfaithful  to  the  religion  of  the  God  of  their 
fathers. 

Nebuchadnezzar  was  the  king  of  the  Babylonians, 
and  feeling  himself  to  be  the  greatest  of  monarchs,  he 
made  a  golden  image  and  called  on  all  people  to  fall 
down  and  worship  it. 

Read:  Daniel,  Chap,  iii;  Chap,  v,  verse  31  to  end 
of  Chap.  vi. 

Show  how,  as  in  the  case  of  Joseph,  the  "excellent 
spirit"  in  Daniel  is  appreciated  even  among  strangers. 
Bring  out  the  relation  between  Daniel's  religion  and 
his  faithfulness  in  all  his  work.  In  Chap,  vi,  verse  10, 
show  the  quiet  courage  and  loyalty  of  Daniel;  his  win- 
dows were  open,  he  was  not  afraid  to  be  seen. 

In  verse  12  notice  that  the  phrase  "the  Laws  of 


126  ETHICS  FOR  CHILDREN 

the  Medes  and  Persians  "  is  still  used  to  express  what 
is  unalterable. 

In  verse  18  notice  how  greatly  the  king  cared  for 
Daniel. 

Read :  Tolstoi's  What  Men  Live  By,  in  What  is  Worth 
While  Series  (Crowell  &  Co.).  This  is  one  of  the  perfect 
stories  of  the  world,  and  all  children  should  know  it. 
Tell  it  in  two  parts  just  before  Christmas. 

THE  PERSIAN  AND  HIS  THREE  SONS* 

There  was  once  a  Persian  ruler  who  had  three  sons. 
The  father  owned  a  beautiful  pearl,  and  he  wished  to 
give  it  to  that  one  of  his  sons  who  had  shown  himself 
the  noblest.  Accordingly,  he  called  them  all  together, 
and  asked  each  of  them  what  had  been  the  most  praise- 
worthy deed  he  had  performed  during  the  last  three 
months. 

The  eldest  son  spoke  first.  He  said:  "On  my  journey 
last  week  I  was  intrusted  with  a  number  of  valuable 
jewels.  The  merchant  who  sent  them  took  no  account 
of  them.  One  or  two  would  never  have  been  missed, 
and  I  might  easily  have  made  myself  rich.  But  I  did 
no  such  thing.  I  carried  the  parcel  as  safely  as  if  it  had 
been  my  own." 

"My  son,"  said  the  father,  "you  were  honest,  it  is 
true,  and  you  have  done  well.  But  you  could  hardly 
have  acted  otherwise  without  shame." 

Then  the  second  son  spoke.  He  said:  "As  I  was 
walking  the  other  day,  I  saw  a  child  playing  by  the 
lake,  and,  while  I  watched  him,  he  fell  in.  I  swam  in 
after  him,  and  saved  him." 

"You  also  have  done  your  duty,"  said  the  old  man; 
"but  you  could  hardly  have  left  the  child  to  drown." 

>  Adapted  by  Mrs.  Charles  A.  Lane,  in  The  First  Book  of  Religion. 


FIFTH  YEAR:,  LOYALTY  127 

It  was  now  the  third  son's  turn.  He  said:  "As  I 
crossed  the  mountains  the  other  day,  I  saw  near  the 
edge  of  a  dangerous  precipice  a  man  who  has  hated 
me  and  has  done  me  harm.  He  had  sat  down  to  rest 
and  had  fallen  asleep.  I  would  have  passed  on  my  way 
without  a  word,  but  something  within  me  called  to  me 
to  go  back  and  wake  him.  This  I  did,  knowing  all 
the  time  that  he  would  not  understand  and  that  he 
would  be  angry  with  me,  as  indeed  he  was." 

"My  son,"  cried  the  father,  "the  pearl  is  yours!  To 
do  good,  without  hope  of  favor  or  reward,  to  those  who 
have  wronged  us,  is  to  be  truly  noble." 

JANUARY:  LOYALTY  TO  DUTY 

Read  of  the  work  of  George  E.  Waring  (born  July 
4,  1833,  died  October  29,  1898)  in  Toim  and  City, 
Gulick  Hygiene  Series  (Ginn  &  Co.). 

The  life  of  Waring  points  out  our  responsibility  to 
our  country.  He  was  an  agricultural  engineer,  but 
when  the  Civil  War  broke  out,  he  felt  that  his  duty  was 
to  go,  and  he  served  all  through  to  the  end.  He  raised 
six  troops  of  cavalry  called  the  Fremont  Hussars,  and 
he  was  chosen  as  the  colonel  of  the  regiment. 

When  he  came  back  he  worked  hard  for  ten  years  in 
Newport,  Rhode  Island,  to  secure  good  drainage  in  the 
town.  By  this  work  he  was  prepared,  when  a  bad  epi- 
demic of  yellow  fever  broke  out  in  that  city  in  1878, 
to  go  to  Memphis  and  put  in  better  sewers  there.  So 
successful  was  this  work  that  the  same  system  was 
adopted  in  many  other  cities.  Wherever  he  went,  War- 
ing helped  to  make  more  healthful  conditions.  He  was 
for  several  years  a  member  of  the  National  Board  of 
Health,  and  he  helped  to  improve  sanitary  conditions  at 
New  Orleans. 


128  ETHICS  FOR  CHILDREN 


WARING  AT  WORK» 

In  1895  Colonel  Waring  was  asked  to  be  the  head 
of  the  street-cleaning  department  in  New  York  City. 
The  streets  were  very  filthy,  and  the  worst  of  it  was 
that  the  men  who  cleaned  the  streets  were  appointed 
not  because  they  were  good  workers  but  because  they 
had  promised  to  vote  in  a  particular  way  on  election 
day,  and  get  other  men  to  do  so  also.  Waring  decided 
that  he  would  "put  a  man  instead  of  a  voter  behind 
every  broom";  that  is,  he  would  engage  a  man  because 
he  was  a  good  worker  and  keep  him  there  as  long  as  he 
was  a  good  worker,  no  matter  whom  he  happened  to 
vote  for  at  elections.  So,  from  being  filthy,  the  streets 
grew  cleaner,  and  the  street-cleaning  department  of 
New  York  City  became  famous.  The  sweepers  were 
called  White  Wings  because  they  always  wore  white 
and  changed  their  uniform  at  least  twice  a  week. 

Then  the  children  began  to  take  hold  and  help.  They 
started  street-cleaning  clubs,  and  told  Colonel  Waring 
what  they  had  done  to  keep  the  streets  clean,  (for  ex- 
ample, picking  up  banana  skins,  and  paper,)  and  they 
reported  when  any  street  regulation  was  broken.  Here 
is  a  letter  written  to  Colonel  Waring  by  a  member  of 
one  of  these  street-cleaning  clubs: 

"Dear  Sir:  While  walking  through  Broome  St.  Mon- 
day at  7.30  p.  M.  I  saw  a  man  throwing  a  mattress  on 
the  street.  I  came  over  to  him  and  asked  him  if  he  had 
no  other  place  to  put  it  but  here.  He  told  me  that  he 
did  not  know  any  other  place.  So  I  told  him  in  a  bar- 
rel, and  then  he  picked  it  up  and  thanked  me  for  the 
information  I  gave  him.  I  also  picked  up  35  banana 
skins,  43  watermelon  shells,  2  bottles,  3  cans  and  a 
mattress." 

t  From  Toum  and  City,  by  Frances  G.  Jewett,  Gulick  Hygiene  Series  (Ginn  &  Co.)< 


FIFTH  YEAR:  LOYALTY  129 

At  a  mass  meeting  in  New  York  City  the  children 
sang  the  following  song,  called 


NEIGHBOR  MINE 

There  are  barrels  in  the  hallways. 

Neighbor  mine. 
Pray  be  mindful  of  them  always. 

Neighbor  mine. 
If  you  're  not  devoid  of  feeUng, 
Quickly  to  those  barrels  steaUng, 
Throw  in  each  banana  peeling. 

Neighbor  mine. 

Look!  whene'er  you  drop  a  paper. 

Neighbor  mine, 
In  the  wind  it  cuts  a  caper. 

Neighbor  mine. 
Down  the  street  it  madly  courses. 
And  should  fill  you  with  remorses, 
.  When  you  see  it  scare  the  horses. 

Neighbor  mine. 

Paper  cans  were  made  for  papers. 

Neighbor  mine. 
Let 's  not  have  the  fact  escape  us,/ 

Neighbor  mine. 
And  if  you  will  lend  a  hand. 
Soon  our  city  dear  shall  stand 
As  the  cleanest  in  the  land. 

Neighbor  mine. 

All  the  street-cleaning  clubs  in  New  York  use  thii 
form  of  pledge: 

"We,  who  are  soon  to  be  citizens  of  New  York,  de- 


130  ETHICS  FOR  CHILDREN 

sire  to  have  her  possess  a  name  which  is  above  reproach. 
And  we  therefore  agree  to  keep  from  littering  her  streets 
and  as  far  as  possible  to  prevent  others  from  doing 
the  same,  in  order  that  our  city  may  be  as  clean  as  she 
is  great  and  as  pure  as  she  is  free." 

Here  is  another  pledge  used  by  a  large  school  in 
Lowell,  Massachusetts: 

"I  will  not  injure  any  tree,  shrub,  or  lawn. 

"  I  promise  not  to  spit  upon  the  floor  of  the  school- 
house  nor  upon  the  sidewalk. 

"  I  pledge  myself  not  to  deface  any  fence,  neither  will 
I  scatter  paper  nor  throw  rubbish  in  public  places. 

"  I  will  always  protect  birds  and  animals. 

"  I  will  protect  the  property  of  others  as  I  would  my 
own. 

"  I  will  promise  to  be  a  true  loyal  citizen." 

Study:  Lowell's  "Vision  of  Sir  Launfal,"  from  the 
point  of  view  of  the  reward  of  true  loyalty  to  duty. 


FEBRUARY:  LOYALTY  TO 
COMRADES 

Read:  He  Knew  Lincoln,  by  Ida  M.  Tarbell,  and 
The  Perfect  Tribute,  by  Andrews  (Scribner's). 

Bring  out  Lincoln's  devotion  to  his  old  friends  and 
neighbors. 

Read:  "Partners,"  and  "Ezekiel  and  Daniel,"  in 
Baldwin's  American  Book  of  Golden  Deeds. 

Have  the  class  write  answers  to  the  following  ques- 
tions and  then  discuss  them  in  class: 

Is  it  right  or  wrong  for  a  robber  to  betray  his  band 


FIFTH  YEAR:  LOYALTY  131 

when  he  knows  they  are  injuring  people?  If  a  boy  hears 
of  something  wrong  that  one  of  his  comrades  has  done, 
ought  he  ever  to  tell  of  it?  Ought  he  to  tell  if  an  inno- 
cent person  is  blamed?  Ought  he  to  tell  if  there  is  dan- 
ger? What  is  the  very  best  thing  for  him  to  do  in  such 
a  case?  In  what  ways  can  we  show  our  loyalty  to  the 
school?  To  the  town? 

IN  THE  TUNNEL* 

BY   BBET   HARTE 

Did  n't  know  Flynn, — 
Flynn  of  Virginia, — 
Long  as  he's  been  'yar? 
Look  'ee  here,  stranger, 
Whar  hev  you  been? 

Here  in  this  tunnel 
He  was  my  pardner. 
That  same  Tom  Flynn,— 
Working  together, 
In  wind  and  weather. 
Day  out  and  in. 

Did  n't  know  Flynn! 
Well,  that  is  queer; 
Why,  it 's  a  sin 
To  think  of  Tom  Flynn,— 
Tom  with  his  cheer, 
Tom  without  fear, — 
Stranger,  look  'yar! 

Thar  in  the  drift, 
Back  to  the  wall, 

>  n$  Poetical  Works  qf  Bret  Harte  (Houghton  MIfflia  0».% 


m  ETHICS  FOR  CHILDREN 

He  held  the  timbers 
Ready  to  fall; 
Then  in  the  darkness, 
I  heard  him  call: 
"Run  for  your  Ufe,  Jakef 
Run  for  your  wife's  sakel 
Don't  wait  for  me." 

And  that  was  all 
Heard  in  the  din. 
Heard  of  Tom  Flynn,— 
Flynn  of  Virginia. 

That 's  all  about 
Flynn  of  Virginia. 
That  lets  me  out. 
Here  in  the  damp, — 
Out  of  the  sun, — 
That  'ar  demed  lamp 
Makes  my  eyes  run. 
Well,  there,  —  I  *m  done! 

But,  sir,  when  you  '11 
Hear  the  next  fool 
Asking  of  Fljiin, — 
Flynn  of  Virginia, —  ^ 
Just  you  chip  in, 
Say  you  knew  Flynn; 
Say  that  you  've  been  *yar. 

HE  THAT  IS  FAITHFUL! 

"What  a  splendid  word  'faithful*  is!"  exclaimed 
Harry. 

"A  splendid  word?"  repeated  his  father.  "What  do 
you  mean  by  that?" 

1  Adftpted  from  Watehwordt /or  Little  Scidiert. 


FIFTH  YEAR:  LOYALTY  133 

"Well,"  said  Harry,  "I  mean  it  is  a  noble  word.  At 
recess  yesterday  I  was  reading  a  book  called  'Faithful 
unto  the  End.'  It  was  all  about  the  martyrs.  They 
went  through  everything  you  can  imagine  —  poverty 
and  hunger,  pain  and  torture;  and  they  were  faithful 
to  the  end." 

"If  you  like  the  word  so  much,"  said  his  father, 
"why  not  take  it  for  your  device?" 

"What  do  you  mean,  sir?" 

"In  olden  times,  when  knights  went  out  to  battle, 
they  wrote  some  word  on  their  shield.  That  was  their 
device.  It  was  their  war-cry  in  battle  and  their  guide  in 
peace." 

"  I  should  like  to  have  one,"  said  Harry.  "  Mine  shall 
be  'Faithful  in  that  which  is  least.'  " 

Harry  wrote  down  his  device  in  his  pocket-book  and 
on  slips  for  marks  in  his  study  books,  and  his  older 
sister  Mary  painted  it  in  pretty  crimson  letters  for  him 
to  hang  up  in  his  own  room. 

All  that  was  easy,  but  when  he  really  began  to  try  to 
become  faithful  he  found  it  harder  than  he  expected. 
He  never  knew  before  how  many  careless  habits  he  had. 

"I  cannot  learn  all  those  dates!"  he  exclaimed  one 
evening,  throwing  down  his  book.  "  I  have  studied  them 
over  and  over  for  ever  so  long." 

"Have  you  been  thinking  all  the  time  about  what 
you  were  doing?"  asked  his  father. 

"Yes,  sir,"  said  Harry  at  first,  but  then  he  added  hon- 
estly, "  I  suppose  I  have  been  thinking  about  getting  in 
the  apples  to-morrow." 

So  he  took  up  the  book  again,  thinking  hard  about 
each  date  —  what  each  one  referred  to  and  how  it  was 
related  to  each  of  the  others;  and  soon  he  had  them  all 
by  heart.  Down  went  the  book  plump  on  the  floor.  He 
did  not  think  of  putting  it  away  until  the  book-mark 
fluttered  out.  He  picked  it  up.  "Faithful  in  that  which 


1S4  ETHICS  FOR  CHILDREN 

is  least,"  he  read,  and  he  put  the  book  on  the  book- 
shelf. 

One  day  during  the  winter  vacation  he  started  off  to 
the  woods  to  get  some  spruce  cones  for  Mary,  who  was 
making  picture  frames  for  Christmas  gifts.  The  wind 
had  shaken  down  so  many  cones,  that  he  soon  filled  his 
basket,  and  then  he  walked  homeward  by  the  railroad 
track,  where  there  was  less  snow.  Soon  he  saw  some- 
thing which  made  him  stop  short.  A  tree  had  blown 
down  right  across  the  track,  and  there  was  a  curve  in  the 
road  near  by,  so  that  there  was  danger  that  the  engineer 
would  not  see  the  tree  in  time. 

Harry  tugged  at  it  with  all  his  strength,  but  could 
not  move  it  an  inch.  Then  he  sat  down  on  a  bank  to 
take  breath  and  think  what  he  would  better  do.  He  re- 
membered that  an  express  train  came  through  every 
evening  without  stopping.  Perhaps  it  might  be  coming 
now,  and  then  what  an  awful  accident  might  happen! 
It  made  him  shudder  and  feel  sick  for  a  moment.  What 
could  he  do?  Hastily  breaking  off  a  long  pine  branch, 
he  tied  his  white  handkerchief  to  it,  ran  as  far  as  the 
curve,  where  he  could  see  a  long  way.  up  the  road,  and 
stood  there  watching,  ready  to  make  a  signal  for  the 
engineer  to  stop  the  train. 

Now  he  began  to  hope  that  the  train  would  come 
soon.  He  felt  very  hungry  already.  The  wind  blew 
down  the  long  level  road  and  drifted  the  snow  over  him. 
He  ran  up  and  down  to  keep  warm,  but  in  spite  of  all  he 
could  do,  he  grew  very  cold,  and  his  feet  ached  severely. 

"It  must  be  dinner-time,"  he  thought,  "and  we  were 
going  to  have  such  a  nice  dinner !  How  dreadfully  hungry 
I  am!  I  cannot  stay  here,  I  am  so  cold,  I  shall  freeze." 
Just  then  he  thought  of  his  motto  and  of  the  old  martyrs 
who  were  faithful  unto  the  end. 

"No,  I  won't  go  away,"  he  said  aloud.  "I  will  be 
faithful."  All  the  long,  long  afternoon  did  poor  Harry 


FIFTH  YEAR:  LOYALTY  135 

stay  on  the  railroad  track.  His  hands  and  feet  were 
aching,  and  he  was  so  hungry  that  he  felt  almost  as  if  he 
should  faint.  He  could  not  help  crying  sometimes,  but 
he  never  thought  again  of  leaving  his  post.  He  said  now 
and  then  a  little  prayer:  "  O  God,  help  me  to  be  faithful." 

At  last  there  was  the  distant  rush  of  the  evening 
train.  There  was  the  red  light  of  the  lantern  on  the 
locomotive  coming  afar  off. 

"Stop!  stop!"  shouted  Harry,  springing  up  and 
down  and  waving  his  signal.  "  Stop !  stop ! " 

The  engineer  heard  him;  the  train  slackened  its  speed, 
and  before  it  reached  the  curve  it  had  nearly  stopped. 

Harry  told  his  story  hastily  and  sank  down  almost 
insensible  on  the  snow.  Kind  hands  carried  him  into 
the  nearest  car  and  rubbed  his  half -frozen  limbs  by  the 
fire  and  took  him  home. 

His  mother  cried  when  she  saw  him,  but  all  his  father 
said  was,  "You  have  saved  many  lives  to-day,  my 
brave,  faithful  boy." 

Read:  "The  Race  with  the  Flood,"  in  Baldwin's 
American  Book  of  Golden  Deeds,  and  "The  Ride  of 
Collins  Graves,"  by  John  Boyle  O'Reilly. 

Graves  was  driving  a  milk  wagon  one  day  in  May, 
1874,  when  he  was  met  by  the  gate-keeper,  George 
Cheney,  who  told  him  that  the  dam  which  held  back 
the  waters  of  the  Mill  River  had  collapsed.  Graves 
lashed  his  horse  to  a  run  and  spread  the  warning  all 
along  the  route.  He  only  just  escaped  being  drowned, 
but  he  saved  the  lives  of  hundreds  of  mill  operatives. 

MARCH:  LOYALTY  TO  HONOR 

Tell  the  story  of  "Sir  Galahad,"  and  illustrate  it,  if 
possible,  with  pictures.    Show  photographs  of  Watts's 


136  ETHICS  FOR  CHILDREN 

picture  of  Sir  Galahad,  and  of  Abbey's  series  of  pictures, 
"The  Legend  of  the  Holy  Grail,"  in  the  Boston  Public 
Library. 

Tell  stories  of  the  Crusades.  Dwell  on  the  ideals  of 
single-mindedness,  purity,  and  courtesy.  Read:  "Sir 
Galahad,"  by  Alfred  Tennyson.  Bring  out  the  lines: 
"To  me  is  given  such  hope  I  know  not  fear." 

Questions:  Could  a  loyal  person  have  any  faults? 
If  he  were  still  more  loyal,  would  he  overcome  these 
fa,ults?  Is  there  any  time  when  we  have  absolutely  no- 
thing to  be  loyal  to?  If  so,  give  an  example.  Discuss 
the  case  of  Robinson  Crusoe. 

A  boy  is  told  by  his  father  that  he  will  put  him 
through  college  if  he  is  first  in  his  class  at  school  the 
last  year.  The  other  boys  know  how  much  he  wants  to 
go  to  college,  and  deliberately  do  badly  in  their  lessons 
in  order  that  he  may  get  ahead  of  them.  Is  this  right  or 
wrong  on  their  part?  Can  it  be  well  meant  and  at  the 
same  time  wrong?  Why  did  Sir  Galahad  say:  "My 
strength  is  as  the  strength  of  ten,  because  my  heart  is 
pure"?  What  do  you  mean  by  the  phrase,  "single- 
minded"? 

JOAN  OF  ARCi 

Joan  of  Arc  was  born  about  the  year  1412  at  Dom- 
remy,  a  little  village  in  France,  in  a  house  so  close  to  the 
church  that  its  garden  overlooks  the  graveyard.  Her 
father  was  a  laborer.  Every  day  Joan  took  the  cows  and 
sheep  to  pasture,  and  in  the  evening  she  helped  her 
mother  in  spinning  cloth. 

One  summer  day  when  she  was  thirteen  she  thought 
she  heard  voices  of  angels  telling  her  that  she  was 

•  If  possible,  secure  a  copy  of  Joan  of  Arc,  by  Boutet  de  Monvel  (Century  Co.). 
The  illustrations  by  the  author  are  of  wonderful  beauty. 


FIFTH  YEAR:  LOYALTY  137 

chosen  to  help  the  dauphin,  (who  is  the  crown-prince 
of  France,)  and  to  save  him  from  his  enemies,  the  English, 
who  were  conquering  his  land. 

"But  I  am  only  a  poor  giri,"  said  Joan.  "God  will 
help  thee,"  answered  the  angel.  Again  and  again  these 
visions  came  to  Joan,  and  when  she  was  sixteen,  her 
voices  told  her  to  go  at  once  to  help  the  king.  At  first, 
every  one  said  that  she  was  insane,  but  soon  her  neigh- 
bors began  to  believe  in  her  and  raised  money  to  buy 
her  a  horse.  Then  she  set  out  to  find  the  dauphin.  The 
little  party  who  escorted  her  traveled  by  night  and  hid 
by  day  to  avoid  the  English,  and  after  twelve  days  she 
reached  the  king. 

The  king,  to  test  her,  dressed  plainly  and  had  one 
of  the  nobles  wear  his  robes,  but  she  came  at  once  to 
the  real  king  and  said:  "The  King  of  Heaven  sends 
word  to  you  by  me  that  you  shall  be  crowned."  Then 
she  asked  for  soldiers,  and  at  last  they  were  granted  to 
her.  Joan  led  the  army,  singing  a  hymn.  Although 
she  was  only  a  young  girl,  she  was  not  afraid  to  fight, 
for  she  knew  God  was  with  her.  Though  she  was  often 
wounded,  she  never  used  her  sword.  Her  banner  was 
her  only  weapon.  Once,  at  Orleans,  an  arrow  was 
shot  through  her  shoulder,  but  she  pulled  it  out  and 
went  on  fighting  until  the  city  was  saved. 

Then  she  escorted  the  king  to  be  crowned  in  the  great 
cathedral  at  Rheims.  Joan  stood  behind  the  king  with 
her  banner,  and  when  he  was  crowned  she  threw  herself 
at  his  feet,  weeping.  "Oh!  gentle  king,"  she  said,  "now 
the  will  of  God  is  accomplished."  Then  all  the  poor 
people  gathered  round,  longing  to  have  her  bless  their 
little  children.  She  wanted  to  go  and  conquer  Paris, 
the  capital  of  France,  but  the  king  was  too  lazy  to 
attack  the  English,  and  the  plan  failed. 

At  last  Joan  was  captured  by  the  Burgundians,  who 
were  allies  of  England.   They  sold  her  to  the  English 


138  ETHICS  FOR  CHILDREN 

for  two  thousand  dollars.  She  was  imprisoned  in  • 
dungeon  at  Rouen  and  tried  for  her  life.  "  I  am  sent 
by  God,"  she  told  her  judges;  "I  have  nothing  more  to 
do  here.    Send  me  back  to  God,  from  whom  I  came." 

The  king  of  France  did  nothing  to  rescue  Joan,  and 
all  the  army  deserted  her;  even  the  privilege  of  going  to 
church  was  taken  away  from  her.  At  last  she  was  con- 
demned to  death.  "  You  say  that  you  are  my  judges ! " 
cried  Joan.  "Take  heed  what  you  do,  for  truly  I  am 
sent  by  God." 

She  died  with  the  name  of  Jesus  on  her  lips.  All  were 
weeping,  even  the  executioner  and  the  judges.  "We 
have  burned  a  saint,"  the  English  soldiers  said. 

"Listen  to  this  story  in  reverence,  my  dear  children," 
writes  the  great  artist,  Boutet  de  Monvel,  "for  it  is  in 
honor  of  the  peasant  girl  who  is  the  saint  of  her  country, 
as  she  was  its  martyr.  Her  history  will  teach  you  that 
in  order  to  conquer  you  must  believe  that  you  will 
conquer.  Remember  this  in  the  day  when  your  country 
shall  have  need  of  all  your  courage." 

Learn  these  lines  from  Alfred  Tennyson's  "Guine- 
vere": ,, 

I  made  them  lay  their  hands  in  mine  and  swear 

To  reverence  the  King,  as  if  he  were 

Their  conscience,  and  their  conscience  as  their  King^ 


To  ride  abroad  redressing  human  wrongs, 
To  speak  no  slander,  no,  nor  listen  to  it. 
To  honor  his  own  word  as  if  his  God's, 
To  lead  sweet  lives  in  purest  chastity. 


FIFTH  YEAR:  LOYALTY  139 

APRIL:  LOYALTY  TO  TRUTH 

Learn: 

Dare  to  be  true;  nothing  can  need  a  lie. 
A  fault  which  needs  it  most  grows  two  thereby. 

George  Herbert. 

Read:  "Little  Scotch  Granite,"  in  White's  School 
Management  (American  Book  Co.). 

Why  was  the  boy  right  to  persist  in  telling  the  truth 
when  no  one  else  did? 

Let  all  the  class  write  answers  to  the  following  ques- 
tions. Give  them  a  day  to  think  and  talk  them  over 
among  themselves  or  at  home.  Then  let  them  write 
and  hand  in  their  answers.  Discuss  these  papers  on  the 
third  day. 

1.  A  teacher  asked  her  pupil:  "Were  you  one  of  the 
boys  who  spoke  when  I  was  out  of  the  room?"  "No, 
I  was  not,"  the  boy  answered.  He  had  not  spoken,  but 
he  had  whistled  and  disturbed  the  class.  Was  it  true 
to  say  that  he  had  not  spoken?  Why  or  why  not? 

2.  Do  you  ever  want  people  to  lie  to  you  when  you 
ask  a  question?  What  is  the  kindest  way  to  tell  the 
truth? 

3.  Are  there  any  questions  which  it  is  our  duty  not 
to  ask  at  certain  times?  Give  an  example. 

4.  Has  any  one  a  right  to  make  a  promise  not  to  tell 
a  secret  even  when  keeping  it  may  involve  lying?  Has 
any  one  a  right  to  help  a  friend  by  stealing?  What,  if 
anything,  is  the  difference  in  these  two  cases? 


140  ETHICS  FOR  CHILDREN 

MAKING  EXCUSES 

BY   MARIA   EDGEWORTH 

"Rosamond,  you  did  not  water  your  geranium  last 
night,"  said  her  mother. 

"Yes,  mamma  —  no,  mamma,  I  mean,  because  I 
could  not  find  the  rose  of  the  little  green  watering-pot." 

"You  did  not  look  for  it,  I  think,  my  dear.  It  was 
on  the  shelf,  directly  opposite  to  you,  as  you  go  into  the 
greenhouse." 

"That  shelf  is  so  high  above  my  head  that  it  was 
impossible  I  could  see  what  was  upon  it." 

"But,  though  the  shelf  was  so  high  above  your  head, 
you  could  have  seen  what  was  upon  it,  if  you  had  stood 
upon  the  stool,  could  you  not?  "  said  Godfrey. 

"But  the  stool  was  not  in  the  greenhouse." 

"Could  you  not  have  gone  for  it?"  said  Godfrey. 

"No,  I  could  not,"  replied  Rosamond,  "because  it 
was  very  hot,  and  mamma  had  just  desired  me  not  to 
run  any  more  then,  because  I  was  too  hot." 

"Run!  But  could  you  not  have  walked,  Rosamond?" 

"No,  brother,  I  could  not  —  I  mean  that  if  I  walked 
it  would  have  done  no  good,  because  one  of  the  legs  of 
the  stool  is  loose,  and  I  could  not  have  carried  it,  and 
besides,  it  is  very  dangerous  to  stand  upon  a  stool  which 
has  a  loose  leg.  Papa  himself  said  so,  Godfrey,  and  the 
other  day  he  told  me  not  to  stand  upon  that  stool." 

"Good  excuses,  Rosamond,"  said  Godfrey,  smiling, 
"and  plenty  of  them." 

"No,  not  good  excuses,  brother,"  cried  Rosamond, 
—  "only  the  truth.  Why  do  you  smile?" 

"Well,  not  good  excuses,  I  grant,"  said  Godfrey. 

"Not  excuses  at  all,"  persisted  Rosamond.  "I  never 
make  excuses." 

Upon  hearing  this,  Godfrey  burst  into  a  loud  and 


FIFTH  YEAR:  LOYALTY  141 

uncontrolled  laugh,  and  Rosamond  looked  more  ready 
to  cry  than  to  laugh.  She  turned  to  her  mother,  and, 
appealing  to  her,  said,  "Now,  mother,  you  shall  be 
judge.  Do  I  ever  —  I  mean,  do  I  often  make  excuses?" 

"You  have  only  made  seven,  if  I  remember  rightly, 
within  the  last  five  minutes,"  answered  her  mother. 

"Then,  mamma,  you  call  reasons  excuses.?" 

"Pardon  me,  my  dear,  I  did  not  hear  you  give  one 
reason,  one  sufficient  reason.  Now,  Rosamond,  you  shall 
be  judge,  and  I  trust  that  you  will  be  an  upright  judge." 

"Upright!  that  is  honest.   Oh,  certainly,  mamma." 

"  Could  you  not  have  watered  the  geraniums  without 
the  rose  of  the  little  green  watering-pot?" 

"  Why,  to  be  sure,  —  I  could  have  used  the  red  water- 
ing-pot, I  own." 

"Ah,  ah!  Now  the  truth  has  come  out  at  last,  Rosa- 
mond!" cried  Godfrey,  in  a  triumphant  tone. 

His  mother  checked  Godfrey's  tone  of  triumph,  and 
said  that  Rosamond  was  now  candid,  and  that  therefore 
this  was  not  the  time  to  blame  or  laugh  at  her. 

"  Mother,"  said  Godfrey,  "  I  should  not  have  laughed 
at  her  so  much  this  time,  if  she  was  not  always  making 
excuses;  and  you  know  — " 

"You  should  not  laugh  at  me,  Godfrey,"  exclaimed 
Rosamond,  "  because  I  am  candid  —  mamma  said  so. 
And  I  am  not  always  making  excuses." 

"Well,  Rosamond,  because  I  am  candid,  I  will 
acknowledge  that  you  are  not  always  making  excuses; 
but  I  am  quite  sure  that  no  day  will  pass,  for  a  week  to 
come,  without  your  making  half  a  hundred  excuses  at 
least." 

"  Half  a  hundred !  Oh,  Godfrey !  Far  from  making 
half  a  hundred,  I  will  not  make  one  single  excuse  a  day, 
for  a  whole  week  to  come," 

"No,  no,  Rosamond! "  cried  Godfrey.  "  I  will  allow 
you  ten  excuses  a  day." 


142  ETHICS  FOR  CHILDREN 

"No,  thank  you,  brother,"  said  Rosamond;  "one  a 
day  is  quite  enough  for  me." 

"  Then  we  begin  to-morrow ;  for,  you  know,  to-day  can- 
not be  counted,  because  you  made  seven  in  five  minutes." 

"I  know  that,"  interrupted  Rosamond;  "to-day  goes 
for  nothing;  we  begin  to-morrow,  which  is  Monday." 

Monday  came,  and  so  strict  was  the  guard  which 
Rosamond  kept  over  herself,  that  she  did  not,  as  even 
Godfrey  allowed,  make  one  single  excuse  before  break- 
fast time,  though  she  was  up  an  hour  and  a  half.  But, 
in  the  course  of  the  morning,  when  her  mother  found 
some  fault  with  her  writing,  and  observed  that  she  had 
not  crossed  the  letter  t,  Rosamond  answered: 

"  Mamma,  it  was  the  fault  of  the  pen,  which  scratched 
so,  that  I  could  not  write  with  it." 

"An  excuse!  An  excuse!"  cried  Godfrey. 

"Nay,  try  the  pen  yourself,  Godfrey,  and  you  will 
see  how  it  scratches  and  sputters,  too." 

"But  let  it  scratch  or  sputter  ever  so  much,  how 
could  it  prevent  you  from  crossing  the  letter  whenever 
it  occurs?  " 

"It  could;  because,  if  I  had  crossed  these  long  letters 
with  that  pen,  the  whole  page  would  have  been  speckled 
and  spoiled,  just  like  this  line,  where  I  did  begin  to 
cross  them." 

"Could  you  not  take  another  pen,  or  mend  this, 
or  ask  mamma  to  mend  it?  Oh,  Rosamond,  you  know 
this  is  an  excuse." 

"Well,  it  is  only  one,"  said  Rosamond;  "and  you 
know  that  if  I  do  not  make  more  than  one  in  a  day,  I 
win  the  day." 

"There  is  a  great  blot,"  said  Godfrey. 

"Because  I  had  no  blotting  paper,  brother,"  said 
Rosamond. 

The  moment  she  had  uttered  the  words,  she  wished 
to  recall  them;  for  Godfrey  exclaimed:  ^ 


FIFTH  YEAR:  LOYALTY  143 

**You  Iiave  lost  the  day,  Rosamond!  There  's  an- 
other excuse;  for  it  is  plain  you  had  blotting  paper  on 
your  desk.  Look,  here  it  is." 

Rosamond  was  ashamed  and  vexed.  "For  such  a 
little,  tiny  excuse,  to  lose  my  day,"  said  she;  "an<f 
when  I  really  did  not  see  the  blotting  paper.  But,  how* 
ever,  this  is  only  Monday;  I  will  take  better  care  of 
Tuesday." 

Tuesday  came,  and  had  nearly  passed  in  an  irre- 
proachable manner;  but,  at  supper,  it  happened  that 
Rosamond  threw  down  a  jug,  and  as  she  picked  it  up 
again,  she  said: 

"Somebody  put  it  so  near  the  edge  of  the  table,  that 
I  could  not  help  throwing  it  down." 

This  Godfrey  called  an  excuse,  though  Rosamond 
protested  that  she  did  not  mean  it  for  one. 

"Well,"  said  Rosamond,  "it  is  only  Tuesday;  I  will 
give  it  up  to  you,  brother,  rather  than  dispute  about 
it  any  more." 

"That  is  right,  Rosamond,"  said  her  mother. 

Wednesday  came.  Rosamond  determined  that  when- 
ever she  was  found  fault  with,  she  would  not  say  any- 
thing in  her  own  defense;  she  kept  this  resolution  he- 
roically. When  her  mother  said  to  her:  "Rosamond, 
you  have  left  your  bonnet  on  the  ground,  in  the  hall," 
Godfrey  listened  to  Rosamond's  reply  in  the  full  ex- 
pectation that  she  would,  according  to  her  usual  cus- 
tom, have  answered:  "Because  I  had  not  time  to  put 
it  by,  mamma";  or,  "because  papa  called  me";  or 
"because  somebody  threw  it  down,  after  I  had  hung  it 
up." 

But  to  his  surprise  Rosamond  made  none  of  these 
her  habitual  excuses;  she  answered: 

"Yes,  mamma,  I  forgot  to  put  it  in  its  place;  I  will 
go  and  put  it  by  this  minute."  Abridged, 


144  ETHICS  FOR  CHILDREN 

For  Arbor  Day  learn : 

PLANT  A  TREE 

BY   LUCY  LAECOM 


He  who  plants  a  tree 

Plants  a  hope. 

Rootlets  up  through  fibres  blindly  grope. 

Leaves  unfold  into  horizons  free. 

So  man's  life  must  climb 

From  the  clods  of  time 

Unto  heaven  sublime. 

Canst  thou  prophesy,  thou  little  tree, 

What  the  glory  of  thy  boughs  shall  be? 

11 

He  who  plants  a  tree 

Plants  a  joy, 

Plants  a  comfort  that  will  never  cloy; 

Every  day  a  fresh  reality. 

Beautiful  and  strong, 

To  whose  shelter  throng 

Creatures  blithe  with  song. 

If  thou  couldst  but  know,  thou  happy  tree. 

Of  the  bliss  that  shall  inhabit  thee! 

Ill 

He  who  plants  a  tree 

He  plants  peace. 

Under  its  green  curtains  jargons  cease; 

Leaf  and  zephyr  murmur  soothingly. 

Shadows  soft  with  sleep 

Down  tired  eyelids  creep  — 

Balm  of  slumber  deep. 

Never  hast  thou  dreamed,  thou  blessed  tree. 

Of  the  benediction  thou  shalt  be. 


FIFTH  YEAR:  LOYALTY  145 

IV 

He  who  plants  a  tree 

He  plants  youth  — 

Vigor  won  for  centuries,  in  sooth. 

Life  of  time  that  hints  Eternity. 

Boughs  their  strength  uprear; 

New  shoots  every  year 

On  old  growths  appear. 

Thou  shalt  teach  the  ages,  sturdy  tree. 

Truth  of  soul  is  immortality. 


He  who  plants  a  tree 

He  plants  love; 

Tents  of  coolness,  spreading  out  above 

Wayfarers  he  may  not  live  to  see. 

Gifts  that  grow  are  best, 

Hands  that  bless  are  blest. 

Plant:  Life  does  the  rest. 

Heaven  and  earth  help  him  who  plants  a  tree. 

And  his  work  its  own  reward  shall  be. 

MAY:  LOYALTY  UNTO  DEATH 

The  motive  of  this  month's  work  is  faithfulness  even 
to  the  end.  Decoration  Day  is  the  climax  of  the  month. 
If  we  can  make  its  meaning  vivid  to  ourselves  and  to 
our  classes,  we  shall  realize  the  invincible  loyalty  of  our 
citizens  in  time  of  need. 

The  life  of  General  Samuel  Armstrong,  founder  of 
Hampton,  written  by  his  daughter,  is  an  excellent  illus- 
tration of  loyalty  unto  death,  as  is  also  the  life  of  Robert 
Louis  Stevenson,  with  its  faithfulness  to  work,  friend- 
ship and  courage. 


146  ETHICS  FOR  CHILDREN 

Tell  the  story  of  David  and  the  draught  of  water. 

David,  the  king  of  Israel,  was  once  engaged  in  a  fight 
against  the  Philistines  who  had  possession  even  of  his 
native  city,  Bethlehem.  There  were  great  warriors  with 
David,  strong  and  fearless  chiefs. 

Read:  II  Samuel,  Chap,  xxiii,  verses  8  to  17. 

Read,  day  by  day: 

THE   STORY   OF  ST.  PAUL 

1.  The  stoning  of  Stephen.  Acts,  Chap,  vi,  verses 
8  to  15.  Then  Stephen  answered  and  said:  Chap,  vii, 
verses  51  to  60. 

2.  The  conversion  of  Saul,  Acts,  Chap,  viii,  verses 
1  to  4;  Chap,  ix,  verses  1  to  31. 

3.  Preaching  at  Lystra.  Acts,  Chap.  xiv. 

4.  The  imprisonment  and  earthquake  at  Philippi. 
Acts,  Chap.  xvi. 

5.  Paul  at  Athens,  Acts,  Chap,  xvii,  verses  16  to  34. 

6.  The  mob  at  Ephesus.  Acts,  Chap,  xix,  verses  23 
to  41. 

7.  The  farewell  of  Paul  to  his  friends.  Acts,  Chap, 
XX,  verses  16  to  38. 

8.  The  arrest  at  Jerusalem.  Acts,  Chap,  xxi,  verses 
8  to  40;  xxii,  verses  1  to  30;  xxiii,  verses  1  to  11. 

9.  The  conspiracy.  Acts,  Chap,  xxiii,  verses  12  to  35, 

10.  The  trial  before  Felix,  the  governor.  Acts,  Chap, 
xxiv,  verses  1  to  26. 

11.  Paul's  appeal  to  Caesar.  Acts,  Chap,  xxiv,  verse 
27;  Chaps,  xxv  and  xxvi. 

12.  The  shipwreck.  Acts,  Chaps,  xxvii  and  xxviii. 
Read  finally  the  letter,  II  Timothy,  Chap,  iv,  verses 
lto8. 


FIFTH  YEAR:  LOYALTY  14/7 

Learn  Romans,  Chap,  viii,  verse  28 : 

"And  we  know  that  all  things  work  together  for 
good  to  them  that  love  God." 

Read  Romans,  Chap,  xii,  and  Ephesians,  Chap.  vi. 
Read:  "An  Incident  of  the  French  Camp,"  by  Robert 
Browning. 

Read:  "John  Burns  of  Gettysburg,"  by  Bret  Harte. 
Learn: 

He  liveth  long  who  liveth  well ; 

All  else  is  life  but  flung  away ; 

He  liveth  longest  who  can  tell 

Of  true  things  truly  done  each  day. 

Read:  "Bunker Hill,"  by  Calvert,  in  William  DeWitt 
Hyde's  School  Speaker  and  Reader. 

Read  the  parable  of  the  Talents.     Matthew,  Chap. 

XXV. 

Read:  Jackanapes,  by  Mrs.  Ewing;  The  King  of  the 
Golden  River,  by  John  Ruskin;  ^  and  The  Little  Lame 
Prince^  by  Dinah  Mulock  Craik. 

^  la  Biveraide  Literature  Series. 


SIXTH  TEAR 

ETHICAL    CENTRE:   FRIENDSHIP 

INTRODUCTION 

Friendship  is  the  central  topic  for  the  sixth  year. 
Friendship  includes  all  mutual  and  devoted  affection. 
The  special  applications  of  the  topic  will  be  in  the 
teacher's  mind,  but  she  need  not  bring  the  word 
friendship  often  to  the  fore.  Let  the  children  find  the 
meaning  of  friendship  through  many  illustrations  and 
in  many  phases.  We  teach  by  examples,  by  training, 
and  by  contagion,  not  by  words  of  vain  repetition. 
Therefore,  as  the  topic  for  each  month's  work,  some 
quality  essential  to  real  comradeship  is  given,  but  I 
have  not  rubbed  in  the  idea  of  friendship, — rubbing 
in  often  results  in  rubbing  out.  Friendship  grows  by 
intimate  experience,  and  as  it  grows,  the  teacher  can 
shed  on  its  path  the  light  of  the  great  friendships  of 
history. 

SEPTEMBER:  FAITHFULNESS 

DAVID  AND  JONATHAN* 

The  friendship  between  David  and  Jonathan  begins 
suddenly  in  a  moment  of  swift  insight.  David  was  but 
a  shepherd  boy  living  in  the  little  village  of  Bethlehem. 

>  I  Samuel,  Chaps,  zvii  and  zviil. 


SIXTH  YEAR:  FRIENDSHIP  149 

Jonathan  was  the  king's  son  and  heir  to  the  throne,  yet 
they  found  in  one  another  something  that  no  difference 
in  rank  could  affect.  Jonathan  must  have  seen  in  David, 
as  he  knelt  before  the  king,  a  fearless  modesty,  a  con- 
quering faith  that  was  the  greatest  of  all  possessions. 
And  David  found  in  Jonathan  a  self-forgetting  loyalty 
and  truth  that  endured  every  trial  and  shone  luminous 
to  the  end. 

Read  the  account  of  the  death  of  Goliath,  I  Samuel, 
Chap,  xvii,  verse  57,  to  bring  out  the  quality  in  David 
that  moved  Jonathan.  David's  perfect  courage,  joined 
to  perfect  simplicity,  gave  Jonathan  a  glimpse  of  char- 
acter that  he  never  ceased  to  love  and  reverence. 

Read  I  Samuel,  Chaps,  xviii  and  xix,  verses  1  to  18; 
XX,  verses  1  to  42;  xxiii,  verses  13  to  29;  xxiv,  xxvi, 
xxxi,  and  II  Samuel,  Chap.  i. 

The  points  to  bring  out  are  the  unswerving  loyalty 
of  Jonathan  to  David;  and  David's  steady  adherence 
to  his  belief  that  no  matter  how  badly  Saul  treated  him, 
the  "Anointed  of  the  Lord"  must  still  be  respected. 
Jonathan  also,  though  absolutely  devoted  to  David, 
never  quarreled  with  his  father.  ^ 

Read  the  story  of  Damon  and  Pythias. 

Read:  "Jaffar,"  by  Leigh  Hunt. 

Write  short  papers  on  and  discuss  in  class  the  follow- 
ing questions: 

1.  Should  loyalty  to  a  friend  lead  you  to  do  anything 
for  his  or  her  sake  that  you  would  otherwise  consider 
wrong?  Give  examples. 

2.  Discuss  the  truth  of: 

I  could  not  love  thee,  dear,  so  much. 
Loved  I  not  honor  more. 

I  A  valuable  and  vividly  interesting  book  of  reference  in  relation  to  the  014 
Tntament  atorieit  is  Arthur  P.  Stanley's  BUlory  qf  the  Jewith  Church. 


150  ETHICS  FOR  CHILDREN 

3.  Does  difference  in  rank  or  circumstance  prevent 
friendship? 

OCTOBER:  TRUTH 

Questions : 

1.  Write  a  composition  in  which  you  describe  what 
would  happen  if  no  one  spoke  the  truth. 

2.  Can  a  habitual  liar  be  a  true  friend? 

3.  A  friend  gave  me  a  theatre  ticket.  I  found  the 
play  extremely  dull.  What  ought  I  to  say  if  my  friend 
asks  me  how  I  enjoyed  it? 

4.  Two  people  are  your  friends.  One  is  so  kindly 
that  he  will  lie  to  save  your  feelings  at  any  time.  The 
other  is  loyal  but  outspoken.  He  always  says  what 
he  thinks,  in  a  frank  way,  no  matter  what  question 
you  ask.  Which  is  the  friend  you  would  rather  have? 
Why? 

5.  Can  a  person  always  be  perfectly  truthful  and 
at  the  same  time  always  courteous? 

6.  Is  it  more  courteous  to  lie  to  a  person  in  order  to 
save  his  feelings,  or  to  speak  the  truth  to  him? 

7.  Confucius  said :  "  I  do  not  know  how  a  man  with- 
out truthfulness  is  to  get  on.  How  can  a  large  carriage 
be  made  to  go  without  the  cross  bar  for  yoking  the  oxen 
to?  "  What  do  you  think  he  meant?  Can  any  nation 
succeed  in  which  there  is  great  dishonesty  and  dis- 
trust? 

SPEECH 

Tell  the  story  of  Laura  Bridgman  and  Dr.  Samuel 
G.  Howe  from  the  life  of  Laura  Bridgman  by  Dr. 
Howe's  daughters. 


SIXTH  YEAR:  FRIENDSHIP  151 

Questions:  Could  we  get  along  without  being  able 
to  talk?  What  is  the  value  of  being  able  to  speak?  Why 
is  it  better  than  a  sign  language?  Is  it  good  for  every  one 
to  own  a  sharp  knife?  When  is  it  good?  When  is  it 
dangerous?  What  good  can  a  sharp  knife  do?  What 
harm  can  it  do?  What  good  things  can  we  do  by  speak- 
ing? What  harm  can  we  do  by  speaking? 

If  I  put  together  a  knife,  a  chisel,  a  hammer,  a  screw- 
driver, a  saw,  a  plane,  what  would  you  call  all  these 
things?  They  are  tools  or  instruments.  Is  your  tongue 
an  instrument?  What  is  it  meant  for? 

Bring  out  the  fact  that  through  speech  we  can  say 
what  we  mean;  can  lie,  can  give  good  or  bad  advice, 
can  praise  or  blame,  can  scold  or  amuse,  can  make 
people  happy  or  make  them  sad,  can  ask  interesting 
questions,  can  waste  time,  can  even  save  a  life. 

Questions:  How  should  we  use  our  voices?  Is  it 
right  to  speak  loud  or  softly?  Is  it  right  to  play  the 
piano  loud  or  softly?  On  what  does  it  depend?  When 
ought  you  to  speak  as  loud  as  a  trumpet?  When  ought 
you  to  speak  very  gently?  Is  there  any  use  in  speaking 
loud  in  a  small  room?  Go  to  the  back  of  the  room  and 
see  how  low  you  can  speak  and  make  your  voice  heard. 
Try  to  pronounce  every  consonant  and  see  whether 
you  can  be  heard  better.  Suppose  that  one  night  you 
had  an  important  message  to  tell  your  father,  and  that 
you  did  not  want  to  wake  any  one  in  the  house.  In 
what  tone  of  voice  would  you  speak? 

Make  a  list  of  the  times  when  it  is  best  to  speak  up, 
and  of  those  when  it  is  best  to  be  silent. 


152  ETHICS  FOR  CHILDREN 

TRUTH  IS  MIGHTY  AND  WILL  PREVAIL « 

When  Darius  was  crowned  king  of  Persia,  he  made  a 
great  feast  to  all  his  subjects  throughout  one  hundred 
and  twenty-seven  provinces. 

When  the  celebration  was  over,  Darius  went  to  his 
palace  and  fell  asleep,  but  was  soon  awakened  by  the 
conversation  of  three  young  men  who  were  standing 
guard  over  his  bedchamber. 

They  were  disputing  as  to  what  was  the  strongest 
thing  in  the  world;  and,  as  they  became  excited,  they 
talked  so  loud  that  they  awakened  their  king.  But  he, 
instead  of  telling  them  to  be  quiet,  listened  to  their 
argument.  They  were  saying:  "Let  each  of  us  write  a 
sentence  telling  what  we  think  is  strongest,  and  put  it 
under  the  king's  pillow;  then  on  the  morrow  he  with 
the  three  princes  of  Persia  will  decide  which  is  wisest. 
The  winner  then  shall  be  given  great  gifts  for  his 
victory." 

They  did  as  they  had  agreed.  The  first  wrote:  "Wine 
is  strongest." 

The  second  wrote:  "The  king  is  strongest." 

The  third  wrote:  "Above  all,  truth  beareth  the  vic- 
tory." 

These  writings  they  placed  under  the  king's  pillow. 
The  next  day  the  king  sat  in  his  judgment  hall  with  all 
the  princes  and  governors  of  provinces  around  him,  and 
ordered  that  the  three  young  men  should  be  called  to 
justify  their  opinions. 

The  one  who  thought  wine  the  strongest  thing  in  the 
world  arose,  and  said:  "Omen,  how  strong  is  wine!  It 
makes  fools  of  even  the  greatest  men.  The  mightiest 
king  and  the  most  ignorant  child  are  equal  when  under 
its  power.  The  sad  become  gay  because  of  it.  It  maketh 

'  Adapted  from  the  Apocrypha,  I  Esdras,  Chaps,  iii  and  iv,  by  Joel  H.  Metcal^ 
in  World  Storie*. 


SIXTH  YEAR:  FRIENDSHIP  153 

all,  even  the  poorest,  feel  rich.  Their  talk  becomes  in- 
flated, their  memories  dulled,  so  that,  whether  they 
love  or  quarrel  over  their  cups,  it  amounts  to  the  same 
thing,  because  afterwards  they  forget  all  about  it.  If 
wine  can  do  this,  is  it  not  the  strongest  thing  in  the 
world?" 

Then  the  second  defended  his  belief  that  the  king  was 
the  strongest  with  these  words: 

"The  king  is  mighty  above  all  else.  If  he  bids  men  go 
to  war,  they  do  it.  They  cross  countries  and  mountains, 
tear  down  city  walls  and  attack  the  towers,  and,  when 
they  have  conquered  the  country,  they  bring  all  the 
spoil  to  the  king.  In  the  same  way,  when  the  farmer 
tills  his  land  and  reaps  again  after  his  sowing,  he  pays  a 
large  share  of  it  to  the  king  as  taxes.  He  is  but  a  single 
man,  but,  when  he  orders  a  person  put  to  death,  it  is 
done.  When  he  commands  others  to  be  spared,  they  are 
saved.  So  all  his  people  obey  him,  and  he  does  as  he 
pleases.  O  judges,  does  not  this  prove  that  the  king  is 
mightiest?" 

Then  spake  the  third  young  man.  Zorobabel  was  his 
name. 

"O  king,  great  is  truth,  and  stronger  than  all  things. 
Wine  is  wicked,  the  king  is  wicked,  all  the  children  of 
men  are  wicked,  and  they  shall  perish.  But  truth  lasts 
forever.  She  is  always  strong,  she  never  dies  and  is 
never  defeated.  With  truth  there  is  no  respect  of  per- 
sons, and  she  cannot  be  bribed.  She  doeth  the  things 
that  are  just.  She  is  the  strength,  kingdom,  power,  and 
majesty  of  all  ages.  Blessed  be  the  God  of  truth." 

With  these  words  he  finished,  and  the  people  burst 
out  in  a  great  shout:  "Great  is  truth,  and  mighty  above 
all  things." 

Then  the  king  said:  "Ask  of  me  whatever  thou  wilt. 
Thou  art  the  wisest." 

And  the  young  man  said:  "Remember  thy  promise 


154  ETHICS  FOR  CHILDREN 

to  build  Jerusalem  in  the  day  when  thou  comest  to  thy 
kingdom.  Behold  thou  hast  vowed  to  rebuild  our 
temple,  and  now,  O  king,  I  desire  thee  to  keep  close  to 
truth,  and  fulfill  the  promise  which  thou  hast  made 
before  the  King  of  heaven." 

Then  the  king  kissed  him,  and  sent  him  to  Jerusalem, 
rejoicing.  And  the  young  man  turned  his  face  toward 
heaven,  and  prayed  to  Jehovah,  saying:  "From  thee 
cometh  victory,  from  thee  cometh  wisdom.  Thine  is  the 
glory,  and  I  am  thy  servant." 

Thus  by  the  wisdom  of  the  young  man  Zorobabel,  the 
king  of  Persia  was  persuaded  to  rebuild  Jerusalem. 

NOVEMBER:  GENEROSITY 

Tell  of  the  generosity  of  Darwin  and  Wallace.  * 

Darwin  and  Wallace  made  practically  the  same  dis- 
covery of  a  new  scientific  truth  at  the  same  time. 
Which  should  have  had  the  credit  of  it?  Whose  book 
should  have  been  published  first?  Both  Darwin  and 
Wallace  acted  generously.  Darwin  wanted  to  divide 
the  honor,  but  he  was  finally  persuaded  to  publish  his 
book  first. 

Questions:  How  should  rivals  treat  each  other? 
Ought  you  to  be  as  generous  toward  a  rival  as  toward 
a  friend?  Is  there  any  reason  for  being  more  generous? 
If  a  point  in  a  game  is  disputed,  who  should  settle  it? 
Ought  the  opponents  to  take  part  in  the  discussion? 
Is  it  possible  to  be  friends  with  your  strongest  rival? 

Read:  Ruth,  Chaps,  i  and  ii,  omitting  in  Chap,  i 
the  second  half  of  verses  11  and  12. 

Learn:  "A  friend  loveth  at  all  times  and  is  a  brother 
born  for  adversity  "  (Proverbs,  Chap,  xvii,  verse  17). 

1  See  Lije  of  Charlet  Darwin,  by  his  son. 


SIXTH  YEAR:  FRIENDSHIP  155 

Learn: 
IF  YOU  HAVE   A  FRIEND   WORTH  LOVING 

ANONYMOUS 

If  you  have  a  friend  worth  loving. 
Love  him.  Yes,  and  let  him  know 

That  you  love  him,  ere  life's  evening 
Tinge  his  brow  with  sunset  glow. 

Why  should  good  words  ne'er  be  said 

Of  a  friend  —  till  he  is  dead? 

If  you  hear  a  song  that  thrills  you, 

Sung  by  any  child  of  song. 
Praise  it.  Do  not  let  the  singer 

Wait  deserved  praises  long. 
Why  should  one  who  thrills  your  heart 
Lack  the  joy  you  may  impart? 

If  a  silvery  laugh  goes  rippling 
Through  the  sunshine  on  his  face. 

Share  it.  'T  is  the  wise  man's  saying  — 
For  both  grief  and  joy  a  place. 

There  's  health  and  goodness  in  the  mirth 

In  which  an  honest  laugh  has  birth. 

If  your  work  is  made  more  easy 

By  a  friendly,  helping  hand. 
Say  so.  Speak  out  brave  and  truly 

Ere  the  darkness  veil  the  land. 
Should  a  brother  workman  dear 
Falter  for  a  word  of  cheer? 

Scatter  thus  your  seeds  of  kindness. 

All  enriching  as  you  go  — 
Leave  them.  Trust  the  Harvest-Giver; 

He  will  make  each  seed  to  grow. 
So,  until  the  happy  end. 
Your  life  shall  never  lack  a  friend. 


tSQ  ETHICS  FOR  CHILDREN 


DECEMBER:  LOVING-KINDNESS 

WHERE  LOVE  IS,  GOD  IS^ 

In  a  little  town  in  Russia  there  lived  a  cobbler,  Mar- 
tin Avedeiteh  by  name.  He  had  a  tiny  room  in  a  base- 
ment, the  one  window  of  which  looked  out  on  to  the 
street.  Through  it  one  could  see  only  the  feet  of  those 
who  passed  by,  but  Martin  recognized  the  people  by 
their  boots.  He  had  lived  long  in  the  place  and  had 
many  acquaintances.  There  was  hardly  a  pair  of  boots 
in  the  neighborhood  that  had  not  been  once  or  twice 
through  his  hands,  so  he  often  saw  his  own  handiwork 
through  the  window.  Some  he  had  re-soled,  some 
patched,  some  stitched  up,  and  to  some  he  had  even 
put  fresh  uppers.  He  had  plenty  to  do,  for  he  worked 
well,  used  good  material,  did  not  charge  too  much,  and 
could  be  relied  on.  If  he  could  do  a  job  by  the  day  re- 
quired, he  undertook  it;  if  not,  he  told  the  truth  and 
gave  no  false  promises;  so  he  was  well  known  and  never 
short  of  work. 

Martin  had  always  been  a  good  man;  but  in  his  old 
age  he  began  to  think  more  about  his  soul  and  to  draw 
nearer  to  God. 

From  that  time  Martin's  whole  life  changed.  His 
life  became  peaceful  and  joyful.  He  sat  down  to  his 
task  in  the  morning,  and  when  he  had  finished  his  day's 
work  he  took  the  lamp  down  from  the  wall,  stood  it 
on  the  table,  fetched  his  Bible  from  the  shelf,  opened 
it,  and  sat  down  to  read.  The  more  he  read  the  better 
he  understood,  and  the  clearer  and  happier  he  felt  in 
his  mind. 

One  morning  he  rose  before  daylight,  and  after  saying 

>  From  Twenty-Three  Tales,  by  Leo  Tolstoi.   Translated  by  L.  and  A.  Maude 
^Oxford  University  Press).     (Abridged.) 


SIXTH  YEAR:  FRIENDSHIP  157 

his  prayers  he  Ht  the  fire  and  prepared  his  cabbage  soup 
and  buckwheat  porridge.  Then  he  lit  the  samovar,  put 
on  his  apron,  and  sat  down  by  the  window  to  his  work. 
He  looked  out  into  the  street  more  than  he  worked,  and 
whenever  any  one  passed  in  unfamiliar  boots  he  would 
stoop  and  look  up,  so  as  to  see  not  the  feet  only  but  the 
face  of  the  passer-by  as  well.  A  house-porter  passed  in 
new  felt  boots;  then  a  water-carrier.  Presently  an  old 
soldier  of  Nicholas'  reign  came  near  the  window,  spade 
in  hand.  Martin  knew  him  by  his  boots,  which  were 
shabby  old  felt  ones,  goloshed  with  leather.  The  old  man 
was  called  Stepanitch.  A  neighboring  tradesman  kept 
him  in  his  house  for  charity,  and  his  duty  was  to  help 
the  house-porter.  He  began  to  clear  away  the  snow 
before  Martin's  window.  Martin  glanced  at  him  and 
then  went  on  with  his  work. 

After  he  had  made  a  dozen  stitches  he  felt  drawn  to 
look  out  of  the  window  again.  He  saw  that  Stepanitch 
had  leaned  his  spade  against  the  wall,  and  was  either 
resting  himself  or  trying  to  get  warm.  The  man  was 
old  and  broken  down,  and  had  evidently  not  enough 
strength  even  to  clear  away  the  snow. 

"What  if  I  called  him  in  and  gave  him  some  tea?'* 
thought  Martin.    "The  samovar  is  just  on  the  boil.** 

He  stuck  his  awl  in  its  place,  and  rose;  and  putting 
the  samovar  on  the  table,  made  tea.  Then  he  tapped 
the  window  with  his  fingers.  Stepanitch  turned  and 
came  to  the  window.  Martin  beckoned  to  him  to  come 
in,  and  went  himself  to  open  the  door. 

"Come  in,"  he  said,  "and  warm  yourself  a  bit.  I'm 
sure  you  must  be  cold." 

"May  God  bless  you!"  Stepanitch  answered.  "My 
bones  do  ache,  to  be  sure."  He  came  in,  first  shaking  off 
the  snow,  and  lest  he  should  leave  marks  on  the  floor  he 
began  wiping  his  feet;  but  as  he  did  so  he  tottered  and 
nearly  fell. 


158  ETHICS  FOR  CHILDREN 

"Don't  trouble  to  wipe  your  feet,"  said  Martin; 
"  I  '11  wipe  up  the  floor  —  it  's  all  in  the  day's  work. 
Come,  friend,  sit  down  and  have  some  tea," 

Filling  two  tumblers,  he  passed  one  to  his  visitor,  and 
pouring  his  own  tea  out  into  the  saucer,  began  to  blow 
on  it. 

Stepanitch  emptied  his  glass,  and,  turning  it  upside 
down,  put  the  remains  of  his  piece  of  sugar  on  the  top. 

"Thank  you,  Martin  Avedeitch,"  he  said,  "you  have 
given  me  food  and  comfort  both  for  soul  and  body." 

"You're  very  welcome.  Come  again  another  time. 
I  am  glad  to  have  a  guest,"  said  Martin. 

Stepanitch  went  away;  and  Martin  poured  out  the 
last  of  the  tea  and  drank  it  up.  Then  he  put  away  the 
tea  things  and  sat  down  to  his  work,  stitching  the  back 
seam  of  a  boot.  And  as  he  stitched  he  kept  looking  out 
of  the  window,  and  thinking  about  what  he  had  read 
in  the  Bible.  And  his  head  was  full  of  Christ's  say- 
ings. 

After  a  while  Martin  saw  an  apple-woman  stop  just 
in  front  of  his  window.  On  her  back  she  had  a  sack  full 
of  chips,  which  she  was  taking  home.  No  doubt  she 
had  gathered  them  at  some  place  where  building  was 
going  on. 

The  sack  evidently  hurt  her,  and  she  wanted  to  shift 
it  from  one  shoulder  to  the  other,  so  she  put  it  down 
on  the  footpath  and,  placing  her  basket  on  a  post,  began 
to  shake  down  the  chips  in  the  sack.  While  she  was 
doing  this  a  boy  in  a  tattered  cap  ran  up,  snatched  an 
apple  out  of  the  basket,  and  tried  to  slip  away;  but  the 
old  woman  noticed  it,  and  turning,  caught  the  boy  by 
his  sleeve.  He  began  to  struggle,  trying  to  free  himself, 
but  the  old  woman  held  on  with  both  hands,  knocked 
his  cap  off  his  head,  and  seized  hold  of  his  hair.  The 
boy  screamed  and  the  old  woman  scolded.  Martin 
dropped  his  awl,  not  waiting  to  stick  it  in  its  place. 


SIXTH  YEAR:  FRIENDSHIP  559 

and  rushed  out  of  the  door.  Stumbling  up  the  steps  and 
dropping  his  spectacles  in  his  hurry,  he  ran  out  into 
the  street.  The  old  woman  was  pulling  the  boy's  hair 
and  scolding  him,  and  threatening  to  take  him  to  the 
police.  The  lad  was  struggling  and  protesting,  saying, 
"  I  did  not  take  it.  What  are  you  beating  me  for.?  Let 
me  go ! " 

Martin  separated  them.  He  took  the  boy  by  the 
hand  and  said,  "Let  him  go,  Granny.  Forgive  him  for 
Christ's  sake." 

"I  '11  pay  him  out,  so  that  he  won't  forget  it  for  a 
year!  I  '11  take  the  rascal  to  the  police!" 

Martin  began  entreating  the  old  woman. 

"Let  him  go.  Granny.  He  won't  do  it  again." 

The  old  woman  let  go,  and  the  boy  wished  to  run 
away,  but  Martin  stopped  him. 

"Ask  the  Granny's  forgiveness!"  said  he.  "And 
don't  do  it  another  time.  I  saw  you  take  the  apple." 

The  boy  began  to  cry  and  to  beg  pardon. 

"That  's  right.  And  now  here  's  an  apple  for  you," 
and  Martin  took  an  apple  from  the  basket  and  gave 
it  to  the  boy,  saying,  "I  will  pay  you.  Granny." 

"You  will  spoil  them  that  way,  the  young  rascals," 
said  the  old  woman.  "He  ought  to  be  whipped  so  that 
he  should  remember  it  for  a  week." 

"Oh,  Granny,  Granny,"  said  Martin,  "  that 's  our 
way — but  it 's  not  God's  way.  If  he  should  be  whipped 
for  stealing  an  apple,  what  should  be  done  to  us  for  our 
sins?" 

The  old  woman  was  silent. 

And  Martin  told  her  the  parable  of  the  lord  who  for- 
gave his  servant  a  large  debt,  and  how  the  servant 
went  out  and  seized  his  debtor  by  the  throat.  The  old 
woman  listened  to  it  all,  and  the  boy,  too,  stood  by  and 
listened. 

"God  bids  us  forgive,"  said  Martin,  "or  else  we  shall 


160  ETHICS  FOB  CHILDREN 

not  be  forgiven.  Forgive  every  one,  and  a  thoughtless 
youngster  most  of  all." 

The  old  woman  wagged  her  head  and  sighed. 

"It  's  true  enough,"  said  she,  "but  they  are  getting 
terribly  spoilt." 

"Then  we  old  ones  must  show  them  better  ways,** 
Martin  replied. 

"That  's  just  what  I  say,"  said  the  old  woman.  "I 
have  had  seven  of  them  myself,  and  only  one  daughter 
is  left."  And  the  old  woman  began  to  tell  how  and 
where  she  was  living  with  her  daughter,  and  how  many 
grandchildren  she  had.  "There,  now,"  she  said,  "I 
have  but  little  strength  left,  yet  I  work  hard  for  the 
sake  of  my  grandchildren;  and  nice  children  they  are, 
too.  No  one  comes  out  to  meet  me  but  the  children. 
Little  Annie,  now,  won't  leave  me  for  any  one.  It  's 
'Grandmother,  dear  grandmother,  darling  grand- 
mother.' "  And  the  old  woman  completely  softened  at 
the  thought. 

"Of  course,  it  was  only  his  childishness,"  said  she, 
referring  to  the  boy. 

As  the  old  woman  was  about  to  hoist  her  sack  on  her 
back,  the  lad  sprang  forward  to  her,  saying,  "Let  me 
carry  it  for  you.  Granny.  I  'm  going  that  way." 

The  old  woman  nodded  her  head,  and  put  the  sack 
on  the  boy's  back,  and  they  went  down  the  street  to- 
gether, the  old  woman  quite  forgetting  to  ask'  Martin 
to  pay  for  the  apple.  Martin  stood  and  watched  them 
as  they  went  along  talking  to  each  other. 

When  they  were  out  of  sight  Martin  went  back  to 
the  house.  Having  found  his  spectacles  unbroken  on 
the  steps,  he  picked  up  his  awl  and  sat  down  again  to 
work.  He  worked  a  little,  but  soon  could  not  see  to 
pass  the  bristle  through  the  holes  in  the  leather;  and 
presently  he  noticed  the  lamplighter  passing  on  his 
way  to  light  the  street  lamps. 


SIXTH  YEAR:  FRIENDSHIP  161 

"Seems  it's  time  to  light  up,"  thought  he.  So  he 
trimmed  his  lamp,  hung  it  up,  and  sat  down  again  to 
work.  He  finished  off  one  boot  and,  turning  it  about, 
examined  it.  It  was  all  right.  Then  he  gathered  his 
tools  together,  swept  up  the  cuttings,  put  away  the 
bristles  and  the  thread  and  the  awls,  and,  taking  down 
the  lamp,  placed  it  on  the  table.  Then  he  took  the 
Gospels  from  the  shelf.  He  meant  to  open  them  at  the 
place  he  had  marked  the  day  before  with  a  bit  of 
morocco,  but  the  book  opened  at  another  place.  As 
Martin  opened  it,  he  seemed  to  hear  footsteps,  as  though 
some  one  were  moving  behind  him.  Martin  turned 
round,  and  it  seemed  to  him  as  if  people  were  standing 
in  the  dark  corner,  but  he  could  not  make  out  who  they 
were.  And  a  voice  whispered  in  his  ear:  "Martin, 
Martin,  don't  you  know  me?" 

"Who  is  it?"  muttered  Martin. 

"It  is  I,"  said  the  voice.  And  out  of  the  dark  corner 
stepped  Stepanitch,  who  smiled  and,  vanishing  like  a 
cloud,  was  seen  no  more. 

"It  is  I,"  said  the  voice  once  more.  And  the  old 
woman  and  the  boy  with  the  apple  stepped  out  and 
both  smiled,  and  then  they  too  vanished. 

And  Martin's  soul  grew  glad.  He  crossed  himself, 
put  on  his  spectacles,  and  began  reading  the  Gospel  just 
where  it  had  opened;  and  at  the  top  of  the  page  he  read: 

"I  was  hungry,  and  ye  gave  me  meat:  I  was  thirsty, 
and  ye  gave  me  drink:  I  was  a  stranger,  and  ye  took 
me  in." 

And  at  the  bottom  of  the  page  he  read: 

"  Inasmuch  as  ye  did  it  unto  one  of  these  my  brethren, 
even  these  least,  ye  did  it  unto  me"  (Matthew,  Chap. 
xxv). 

Learn:  "Ring  out,  Wild  Bells,"  from  "In  Memo- 
nam,"  by  Tennyson. 


162  ETHICS  FOR  CHILDREN 

JANUARY:  IMAGINATION  AND 
SYMPATHY 

Learn:  "So  long  as  we  love  we  serve;  so  long  as  we  are 
loved  by  others  I  would  almost  say  that  we  are  indis- 
pensable; and  no  man  is  useless  while  he  has  a  friend." 

R.  L.  Stevenson. 

Read:  The  Letters  of  Stevenson,  vol.  ii,  pp.  245  to 
247;  435,  436;  447  to  450.  Edited  by  Sidney  Colvin 
(Scribners). 

Describe  the  friendship  of  Robert  Louis  Stevenson 
for  the  Samoans.  Tell  about  Stevenson's  exchange  of 
names  with  the  Samoan  chief;  his  helpfulness  to  the 
natives;  their  grief  at  his  death;  the  great  road  up 
the  mountain  which  they  built  in  his  honor. 

Learn:  "Give  us  to  awake  with  smiles;  give  us  to 
labor  smiling.  As  the  sun  lightens  the  world,  so  let  our 
loving-kindness  make  bright  this  house  of  our  habita- 
tion." R.  L.  Stevenson. 

Questions  on  Imagination:  Do  men  need  imagina- 
tion to  carry  on  their  business?  Do  they  need  it  to  be 
good  rulers?  Give  an  example  of  each.  Is  there  any 
need  of  imagination  in  school-work?  In  friendship? 

Give  an  example  of  an  inconsiderate  act  due  to  lack 
of  quick  imagination.  Is  the  person  who  has  imagina- 
tion more  practical  or  less  practical  than  the  person 
who  has  none?  Why? 

Read  the  account  of  the  friendship  of  Jesus  with 
Mary  and  Martha,  and  of  the  death  of  Lazarus  (Gospel 
of  John,  Chap.  xi).  Notice  the  tenderness  of  the  mes- 
sage from  the  sisters:  "Lord,  behold,  he  whom  thou 
lovest  is  sick." 


SIXTH  YEAR:  FRIENDSHIP  163 

Learn:  John,  Chap,  xv,  verses  14  and  15. 

Notice  that  Jesus  spoke  of  his  disciples  as  friends, 
because  he  could  talk  with  them  of  his  deepest  religious 
experiences. 

Read:  "Garm  —  a  Hostage,"  in  Actions  and  Reac- 
tions, by  Rudyard  Kipling,  and  "The  Ropewalk,"  by 
Henry  W.  Longfellow. 

Learn:  "Be  not  overcome  of  evil,  but  overcome  evil 
with  good  "  (Romans,  Chap,  xii,  verse  2l). 

A  LESSON  FOR  KINGS  ^ 

Once  upon  a  time  the  future  Buddha  was  born  in 
India.  He  was  a  prince,  and  called  Brahma-datta.  As 
a  boy,  he  was  very  good  and  learned;  and  when  his 
father  died,  he  became  king  of  Benares. 

So  just  and  righteous  was  he  that  none  who  had 
false  cases  dared  appear  before  him;  and,  as  the  people 
knew  that  all  injustice  would  be  punished,  they  lived 
in  peace  and  love.  The  great  Hall  of  Justice  was  closed 
because  there  were  no  disputes  to  settle. 

The  future  Buddha,  Brahma-datta,  said,  "It  be- 
hooves me  to  examine  myself,  and  see  if  I  am  as  perfect 
as  I  should  be."  Therefore,  he  besought  his  councilors 
to  tell  him  if  they  found  any  fault  in  him,  but  they  one 
and  all  had  only  words  of  praise.  Then  he  thought, 
"Perhaps  from  fear  of  me,  or  from  a  desire  to  obtain 
my  favor,  they  say  this."  So  he  sought  the  people  out- 
side the  palace  to  tell  him  what  they  thought,  but  they 
had  only  praise  for  his  goodness.  Even  this  did  not 
satisfy  him,  so  he  turned  his  kingdom  over  to  his  prime 
minister,  and  mounted  his  chariot  to  go  to  distant  lands, 
accompanied  only  by  his  charioteer. 

Now  it  chanced  at  the  same  time  that  Mallika,  king 

*  Adapted  from  The  Jataka  Tales,  by  Joel  H.  Metcalf,  in  World  Stories. 


164  ETHICS  FOR  CHILDREN 

of  Kosala,  who  ruled  over  his  own  kingdom,  could  find 
none  who  would  tell  him  of  his  faults.  Therefore  he 
went  on  a  similar  errand,  and  the  two  kings  met  in  a 
road  where  there  were  steep  walls  on  both  sides,  so  that 
they  could  not  pass,  but  one  of  them  must  turn  back. 

Then  the  charioteer  of  the  king  of  Kosala  said  to  the 
driver  of  the  king  of  Benares,  "Take  thy  chariot  out 
of  the  way,  and  let  me  pass." 

But  he  said,  "In  my  chariot  sitteth  the  Lord  of 
Benares,  the  great  King  Brahma-datta:  take  thy  chariot 
out  of  the  way." 

Then  the  other  replied:  "In  this  chariot  sitteth  the 
Lord  of  the  kingdom  of  Kosala.  Get  out  of  our  way 
and  make  room  for  the  chariot  of  our  king." 

Then  the  charioteer  of  the  king  of  Benares  thought, 
"What  is  to  be  done?  I  know  a  way.  I  will  find  out 
how  old  he  is,  and  then  the  chariot  of  the  younger  shall 
make  room  for  that  of  the  elder."  So  he  asked  the  age 
of  the  other  king,  and  found  that  it  was  the  same  as  that 
of  his  own  master.  Then  he  inquired  how  large  his 
kingdom  was,  how  much  of  an  army  he  had,  his  wealth, 
his  fame,  his  caste,  and  the  nobility  of  his  family.  But 
this  did  not  solve  the  problem.  They  both  had  king- 
doms three  hundred  leagues  square,  their  army  was  the 
same  size,  they  had  the  same  amount  of  money,  and 
their  fame  was  equal.  They  belonged  to  the  same  caste, 
and  had  equally  distinguished  ancestors. 

Then  the  charioteer  of  the  king  of  Benares  thought, 
"There  is  still  the  possibility  of  a  great  difference  of 
honor:  let  the  king  of  greatest  righteousness  pass  first." 
So  he  said,  "What  kind  of  justice  does  your  king  prac- 
tice?" To  this  the  charioteer  of  the  king  of  Kosala 
answered  proudly,  "  My  king  is  always  lord  and  master. 

"The  strong  he  overthrows  by  strength. 
The  mild  by  mildness,  does  Mallika; 
The  good  he  conquers  by  goodness. 
And  the  wicked  by  wickedness,  too." 


SIXTH  YEAR:  FRIENDSHIP  165 

Such  is  the  nature  of  this  king:  move  out  of  my  way, 
O  charioteer." 

But  the  charioteer  of  the  king  of  Benares  exclaimed, 
"Are  these  the  virtues  of  your  king?"  "Yes,"  said  the 
other.  "Then  kindly  tell  me,  if  these  are  his  virtues, 
what  are  his  faults?"  The  charioteer  of  Mallika  hung 
his  head,  and  answered,  "If  these  are  not  virtues,  pray 
tell  me  in  what  the  righteousness  of  your  king  consists.'* 
Then  the  charioteer  of  the  future  Buddha  replied  also 
in  a  stanza: 

"Anger  he  conquers  by  calmness. 
And  by  goodness  the  wicked; 
The  stingy  he  conquers  by  gifts. 
And  by  truth  the  speaker  of  lies. 
Such  is  the  nature  of  this  king. 
Move  out  of  the  way,  O  charioteer." 

Then  the  king  of  Kosala  and  his  charioteer,  seeing 
they  were  beaten,  got  down  from  their  chariot,  and 
humbly  made  way  for  the  king  of  Benares.  But  the 
future  Buddha  stopped  and  explained  to  them  the  way 
of  the  higher  life,  telling  them  that  in  it  there  were  no 
great  nor  small,  and  that  he  that  did  the  most  good  was 
the  greatest. 

He  told  them  that  there  was  no  caste  nor  rank,  no 
wealth  nor  honor,  equal  to  that  of  goodness.  For  good 
deeds  and  charity  lead  to  heaven. 


FEBRUARY:  DEVOTION 

Read:  "I  had  a  Friend,"  in  William  C.  Gannett's 
Blessed  be  Drudgery. 

There  are  many  historical  instances  of  strong  friend- 
ship between  brothers  and  sisters.  Perhaps  the  most 
striking  is  the  devotion  of  Charles  to  Mary  Lamb.  In 
the  lives  of  Robert  and  Clara  Schumann,  Whittier, 


166  ETHICS  FOR  CHILDREN 

Mendelssohn,  and  Wordsworth,  we  find  examples  of 
devoted  affection  between  brothers  and  sisters.  But  to 
make  the  case  vivid  to  your  class,  you  will  need  to  look 
up  the  best  biography  and  give  not  an  outline,  but  a 
detailed  and  striking  incident,  such  as  Lamb's  walk 
with  his  sister  across  the  fields  to  the  asylum. 

CHARLES  LAMB  AND  SAMUEL  T.  COLERIDGE 

Two  lonely  little  boys,  both  of  whom  became  distin- 
guished authors,  first  found  each  other  in  the  Christ's 
Hospital  School  in  London  over  one  hundred  years  ago. 
Coleridge  was  two  years  the  elder,  and  went  first  to 
the  school;  but  before  very  long  Charles  Lamb,  aged 
seven,  came  to  join  him.  Lamb  was  a  delicate,  timid, 
nervous  boy,  with  curly  black  hair  and  a  bad  trick  of 
stammering.  Coleridge  was  shy  too,  but  he  could  talk 
very  wisely  in  class,  and  Lamb  listened  with  open  ad- 
miration. The  school  was  thousands  of  years  old.  It 
had  great  cloisters  and  a  stately  dining-hall  hung  with 
famous  portraits.  All  the  boys  were  dressed  alike  in 
blue  coats,  yellow  stockings,  and  girdles  with  silver 
buckles.  They  were  proud  of  their  school,  but  they  did 
not  always  enjoy  it.  On  Monday  they  ate  milk  and 
porridge,  blue  and  tasteless,  boiled  beef  on  Thursdays, 
and  on  Saturday  pea  soup,  coarse  and  choking.  Charles 
Lamb  remembered  and  wrote  this  all  down  years  later. 

When  the  boys  were  allowed  out  of  doors  they 
prowled  round  the  streets  looking  into  shop  windows, 
or  went  to  see  the  lions  in  the  famous  Tower  of  London. 
Through  lessons  and  through  play.  Lamb  and  Cole- 
ridge became  friends,  and  they  remained  the  best  of 
friends  to  the  very  end  of  their  lives. 

After  they  grew  up  they  used  to  meet  very  often  in 
the  httle  London  Inn  called  "Salutation  and  the  Cat,** 


SIXTH  YEAK:  FRIENDSHIP  167 

and  sit  together  eating  Welsh  rarebit  and  talking  about 
poetry.  Lamb  said  that  Coleridge  kindled  in  him  the 
love  of  poetry,  beauty,  and  kindliness.  But  we  can  be 
sure  that  Lamb  was  kindly  by  nature,  too.  He  led  a 
brave  life.  His  sister  Mary  had  times  when  she  lost  her 
reason,  and  at  one  of  these  times  she  actually  killed  her 
own  mother.  Lamb  at  once  took  Mary  under  his  special 
protection  for  the  rest  of  his  life.  He  worked  hard  for 
thirty-three  years  at  his  counting-house  in  the  city  to 
earn  money  for  her  sake,  although  he  wanted  above  all 
things  to  be  an  author. 

Mary  was  ill  many  times  during  her  life,  and  Charles 
was  always  ready  to  help  her  through  her  hard  times. 
Before  the  attacks  came  on  she  felt  restless  and  sleepless, 
and  she  would  gently  tell  her  brother  about  it.  Then 
together  they  walked  sadly  across  the  fields  to  the  asy- 
lum where  she  would  be  taken  care  of  till  she  was 
well. 

Coleridge  was  Lamb's  great  helper  during  these 
trials.  Once  when  Lamb  was  very  unhappy,  Coleridge 
wrote  to  him : "  I  charge  you,  my  dearest  friend,  not  to  en- 
courage gloom.  If  it  by  any  means  be  possible  come  at 
once  to  me."  Lamb  always  knew  that  he  could  go  to 
Coleridge  at  any  time  for  comfort.  Once  Lamb  wrote: 
"I  discern  a  possibility  of  my  paying  you  a  visit  next 
week.  May  I,  can  I,  shall  I  come  so  soon?  Have  you 
room  for  me,  leisure  for  me,  and  are  you  pretty  well? 
Tell  me  all  this  honestly  —  immediately.  I  long,  I 
yearn;  with  all  the  longings  of  a  child  do  I  desire  to  see 
you.  What  I  have  owed  to  thee  my  heart  can  ne'er 
forget." 

Of  course,  Coleridge  answered  with  warmest  wel- 
come; he  did  even  more.  He  was  ready  to  ask  Mary 
too  to  be  with  him  and  his  wife.  But  Lamb  refused. 
"Your  invitation  went  to  my  very  heart,"  he  wrote; 
"but  Mary  must  be  with  duller  people.  I  know  a  young 


168  ETHICS  FOR  CHILDREN 

man  of  this  description  who  has  suited  her  this  twenty 
years  and  may  Hve  to  do  so  still." 

So  Lamb  lived  on  with  Mary,  never  for  a  moment 
losing  his  admiration  for  her  lovely  character.  "She  is 
older  and  better  and  wiser  than  I,"  he  wrote  to  Miss 
Wordsworth;  "and  when  she  is  away,  I  dare  not  think 
lest  I  should  think  wrong,  so  accustomed  am  I  to  look 
up  to  her  in  the  least  and  the  biggest  perplexity.  To 
say  all  I  know  of  her  would  be  more  than  any  one  would 
believe." 

I  have  said  that  the  friendship  between  Lamb  and 
Coleridge  began  when  one  was  seven  years  old  and  the 
other  nine,  and  lasted  as  long  as  they  lived.  They  died 
in  the  same  year,  1834,  Coleridge  a  few  months  earlier 
than  Lamb,  When  Lamb  heard  the  tidings  his  voice 
faltered:  "Coleridge  is  dead,  Coleridge  is  dead,"  he  re- 
peated. "  His  great  and  dear  spirit  haunts  me.  He  was  my 
fifty-year  old  friend  without  a  dissension.  Never  saw 
I  his  likeness,  nor  probably  can  the  world  see  it  again.'* 

Tell  the  class  about  the  Tales  from  Shakespeare  that 
Charles  and  Mary  Lamb  wrote  together.  Let  them 
learn  this  verse  from  Coleridge's  "Ancient  Mariner": 

He  prayeth  well,  who  loveth  well 
Both  man  and  bird  and  beast. 
He  prayeth  best  who  loveth  best 
All  things  both  great  and  small. 
For  the  dear  God  who  loveth  us  — 
He  made  and  loveth  all. 

Learn  Shakespeare's  sonnet,  beginning: 
When  in  disgrace  with  fortune  and  men's  eyes. 

Learn:  "If  thou  seest  a  man  of  understanding,  rise 
up  early  to  go  to  him,  and  let  thy  foot  wear  the  steps 
of  his  door"  (Ecclesiasticus,  Chap,  vi,  verse  36). 

Read:  I  Corinthians,  Chap.  xiii. 


SIXTH  YEAR:  FRIENDSHIP  169 

RESPECT   AND   REVERENCE 

Questions:  Ought  one  ever  to  say  behind  a  friend's 
back  what  one  would  be  unwilling  to  say  to  his  or  her 
face?  Give  an  example.  Can  we  be  friends  with  people 
of  all  ages?  What  does  reverence  mean?  Give  an  ex- 
ample. Is  there  any  dijfference  between  reverence  and 
honor?  What  Americans  do  we  reverence?  Why? 
Should  you  be  more  polite  to  your  family  and  friends 
or  to  strangers?  Why? 

Learn: 

FORBEARANCE  ^ 

BY   RALPH   WALDO   EMERSON 

Hast  thou  named  all  the  birds  without  a  gun? 

Loved  the  wood-rose,  and  left  it  on  its  stalk? 

At  rich  men's  tables  eaten  bread  and  pulse? 

Unarmed,  faced  danger  with  a  heart  of  trust? 

And  loved  so  well  a  high  behavior. 

In  man  or  maid,  that  thou  from  speech  refrained. 

Nobility  more  nobly  to  repay? 

O,  be  my  friend,  and  teach  me  to  be  thine! 

Questions:  Notice  in  Emerson's  poem  just  what 
qualities  he  reverenced  in  his  friend.  Why  was  he 
glad  that  his  friend  had  named  all  the  birds  without 
a  gun?  What  qualities  did  it  show?  When  is  it  best 
not  to  pick  a  wood-rose?  What  qualities  did  it  show  in 
Emerson's  friend  that  he  avoided  luxury?  How  can 
any  one  learn  to  face  danger  fearlessly?  If  you  ad- 
mire a  person,  is  it  best  to  tell  him  so?  Why  did 
Emerson  think  not?  What  does  "nobility  more  nobly 
to  repay  "  mean?  How  can  we  repay  great  people  whom 

>  Poems,  by  Ralph  Waldo  Emerson  (Houghton  Mifflin  Co.). 


170  ETHICS  FOR  CHILDREN 

we  admire?  What  qualities  would  you  want  your  best 
friend  to  possess? 


MARCH:  COURAGE  AND  SELF- 
CONTROL 

Questions:  What  opportunities  are  there  to  show 
courage  in  any  friendship?  Can  a  coward  be  a  good 
friend?  How  does  a  coward  who  wishes  to  be  a  true 
friend  overcome  his  fear?  Ought  any  one,  even  for 
the  sake  of  a  friend,  to  go  back  on  his  own  principles 
of  right  and  wrong  ?  Would  a  true  friend  ever  want  you 
to  go  back  on  your  principles?  Give  an  example. 

EVIL  ALLURES,  BUT  GOOD  ENDURES  i 

There  lived  in  olden  times  a  good  and  kindly  man. 
He  had  this  world's  goods  in  abundance,  and  many 
slaves  to  serve  him.  And  the  slaves  prided  themselves 
on  their  master,  saying: 

"There  is  no  better  lord  than  ours  under  the  sun.  He 
feeds  and  clothes  us  well,  and  gives  us  work  suited  to 
our  strength.  He  bears  no  malice,  and  never  speaks  a 
harsh  word  to  any  one.  He  is  not  like  other  masters, 
who  treat  their  slaves  worse  than  cattle:  punishing 
them  whether  they  deserve  it  or  not,  and  never  giving 
them  a  friendly  word.  He  wishes  us  well,  does  good, 
and  speaks  kindly  to  us.  We  do  not  wish  for  a  better 
Ufe." 

Thus  the  slaves  praised  their  lord,  and  the  Devil, 
seeing  it,  was  vexed  that  slaves  should  live  in  such  love 
and  harmony  with  their  master.    So  getting  one  of 

I  From  Twenty-Three  Tales,  by  Leo  Tolstoi.  Translated  by  L.  and  A.  Maudf 
lOzford  University  Press). 


SIXTH  YEAR:  FRIENDSHIP  171 

them,  whose  name  was  Aleb,  into  his  power,  the  Devil 
ordered  him  to  tempt  the  other  slaves.  And  one  day, 
when  they  were  all  sitting  together,  resting  and  talking 
of  their  master's  goodness,  Aleb  raised  his  voice,  and 
said: 

"It  is  stupid  to  make  so  much  of  our  master's  good- 
ness. The  Devil  himself  would  be  kind  to  you,  if  you 
did  what  he  wanted.  We  serve  our  master  well,  and 
humor  him  in  all  things.  As  soon  as  he  thinks  of  any- 
thing, we  do  it,  foreseeing  all  his  wishes.  What  can  he 
do  but  be  kind  to  us?  Just  try  how  it  will  be  if,  instead 
of  humoring  him,  we  do  him  some  harm  instead.  He 
will  act  like  any  one  else,  and  will  repay  evil  for  evil,  as 
the  worst  of  masters  do." 

The  other  slaves  began  denying  what  Aleb  had  said, 
and  at  last  bet  with  him.  Aleb  undertook  to  make  their 
master  angry.  If  he  failed,  he  was  to  lose  his  holiday 
garment;  but  if  he  succeeded,  the  other  slaves  were  to 
give  him  theirs.  Moreover,  they  promised  to  defend 
him  against  the  master,  and  to  set  him  free  if  he  should 
be  put  in  chains  or  imprisoned.  Having  arranged  this 
bet,  Aleb  agreed  to  make  his  master  angry  next  morn- 
ing. 

Aleb  was  a  shepherd,  and  had  in  his  charge  a  number 
of  valuable,  pure-bred  sheep,  of  which  his  master  was 
very  fond.  Next  morning,  when  the  master  brought 
some  visitors  into  the  inclosure  to  show  them  the  val- 
uable sheep,  Aleb  winked  at  his  companions,  as  if  to 
say: 

"See,  now,  how  angry  I  will  make  him." 

All  the  other  slaves  assembled,  looking  in  at  the  gates 
or  over  the  fence,  and  the  Devil  climbed  a  tree  near 
by  to  see  how  his  servant  would  do  his  work.  The  mas- 
ter walked  about  the  inclosure,  showing  his  guests  the 
ewes  and  lambs,  and  presently  he  wished  to  show  them 
bis  finest  ram. 


172  ETHICS  FOR  CHILDREN 

"All  the  rams  are  valuable,"  said  he,  "but  I  have  one 
with  closely  twisted  horns,  which  is  priceless.  I  prize 
him  as  the  apple  of  my  eye." 

Startled  by  the  strangers,  the  sheep  rushed  about  the 
inclosure,  so  that  the  visitors  could  not  get  a  good  look 
at  the  ram.  As  soon  as  it  stood  still,  Aleb  startled  the 
sheep  as  if  by  accident,  and  they  all  got  mixed  up  again. 
The  visitors  could  not  make  out  which  was  the  priceless 
ram.  At  last  the  master  got  tired  of  it. 

"Aleb,  dear  friend,"  he  said,  "pray  catch  our  best 
ram  for  me,  the  one  with  the  tightly  twisted  horns. 
Catch  him  very  carefully,  and  hold  him  still  for  a 
moment." 

Scarcely  had  the  master  said  this,  when  Aleb  rushed 
in  among  the  sheep  like  a  lion,  and  clutched  the  price- 
less ram.  Holding  him  fast  by  the  wool,  he  seized  the 
left  hind  leg  with  one  hand,  and,  before  his  master's 
eyes,  lifted  it  and  jerked  it  so  that  it  snapped  like  a  dry 
branch.  He  had  broken  the  ram's  leg,  and  it  fell  bleat- 
ing on  to  its  knees.  Then  Aleb  seized  the  right  hind  leg, 
while  the  left  twisted  round  and  hung  quite  limp.  The 
visitors  and  the  slaves  exclaimed  in  dismay.  The  master 
looked  as  black  as  thunder,  frowned,  bent  his  head,  and 
did  not  say  a  word.  The  visitors  and  the  slaves  were 
silent  too,  waiting  to  see  what  would  follow.  After  re- 
maining silent  for  a  while,  the  master  shook  himself  as 
if  to  throw  off  some  burden.  Then  he  lifted  his  head, 
and  raising  his  eyes  heavenward,  remained  so  for  a  short 
time.  Presently  the  wrinkles  passed  from  his  face,  and 
he  looked  down  at  Aleb  with  a  smile,  saying: 

"Oh,  Aleb,  Aleb!  Your  master  bade  you  anger  me; 
but  my  master  is  stronger  than  yours.  I  am  not  angry 
with  you,  but  I  will  make  your  master  angry.  You  are 
afraid  that  I  shall  punish  you,  and  you  have  been  wish- 
ing for  your  freedom.  Know,  then,  Aleb,  that  I  shall 
not  punish  you;  but,  as  you  wish  to  be  free,  here,  before 


SIXTH  YEAR:  FRIENDSHIP  173 

my  guests,  I  set  you  free.  Go  where  you  like,  and  take 
your  holiday  garment  with  you!" 

And  the  kind  master  returned  with  his  guests  to  the 
house;  but  the  Devil,  grinding  his  teeth,  fell  down  from 
the  tree,  and  sank  through  the  ground. 

Read  the  account  of  Washington's  bitter  struggle 
to  gain  self-control  at  the  time  of  General  St.  Clair's 
disastrous  defeat.  The  story  is  well  told  in  Theodore 
Roosevelt's  Winning  of  the  West,  Part  V,  "St.  Clair 
and  Wayne"  (G.  P.  Putnam's  Sons). 


APRIL:  FORGIVENESS 

■fell  the  story  of  the  Prodigal  Son  (Matthew,  Chap. 
xviii).    Show  Murillo's  picture  of  the  Prodigal  Son. 

Questions:  Was  it  right  for  the  good  brother  to  be 
angry?  If  he  had  been  good  all  his  life,  why  was  not 
the  fatted  calf  killed  for  him?  What  did  the  father  say? 
Why  did  the  father  forgive  his  prodigal  son?  If  he  was 
kindly  received,  would  he  do  better  than  if  the  family 
was  cold  to  him? 

Read  the  parable  of  the  Pharisee  and  the  Publican 
(Luke,  Chap,  xviii,  verses  9  to  15). 

Learn:  "Peter  said  unto  him:  'Lord,  how  oft  shall 
my  brother  sin  against  me,  and  I  forgive  him?  Until 
seven  times?'  Jesus  saith  unto  him,  'I  say  not  unto 
thee  until  seven  times,  but  until  seventy  times  seven,*  " 

Learn:  "But  I  say  unto  you:  'Love  your  enemies, 
do  good  to  them  that  hate  you,  bless  them  that  curse 
you,  pray  for  them  that  despitefully  use  you.'  " 

What  are  the  best  ways  of  learning  to  love  our  ene- 
mies? How  can  we  control  our  anger  against  them? 


174  ETHICS  FOR  CHILDREN 

COALS  OF  FIRE» 

Guy  Morgan  had  inherited  from  his  father  a  hot  tem- 
per. One  day  he  came  into  the  house  with  an  ominous 
look  in  his  eyes,  glanced  up  quickly  at  his  mother  for 
an  instant,  and  exclaimed:  "  I've  done  something  for 
you,  mother,  that  I  would  n't  do  for  any  one  else.  I  've 
taken  a  blow  without  returning  it." 

"Oh!  tell  me  about  it,  Guy!" 

"It  was  all  Dick  Osgood's  fault.  I  told  him  he'd  got 
to  quit  nagging  the  younger  boys,  and  that  made  him 
mad,  and  he  struck  me  in  the  face.  I  guess  the  mark  of 
his  claws  is  there  now." 

"Oh!  Guy,  what  did  you  do?" 

"I  didn't  strike  him,  mother.  I  remembered  what 
I'd  promised  you  for  this  year.  He  shouted  out  *  coward* 
after  me.  Now  you've  got  to  let  me  off  my  promise, 
mother.  I  am  going  back  to  thrash  him." 

"Better  heap  coals  of  fire  on  his  head,"  she  said 
quietly. 

"Yes!  he  deserves  a  good  scorching!"  said  Guy, 
pretending  to  misunderstand  her. 

"No!  you  know  what  kind  of  coals  I  mean.  *If  thine 
enemy  hunger,  feed  him;  if  he  thirst,  give  him  drink; 
for  in  so  doing  ye  shall  heap  coals  of  fire  on  his  head.' 
Try  it,  Guy.  I  can't  let  you  off  your  promise." 

"Well,  I  promised  you,  and  I'll  stick  to  my  word," 
said  Guy  slowly,  "  but  you  don't  know  how  tough  it  is.** 

On  the  last  day  of  school  a  picnic  was  given  on  the 
banks  of  the  Quassit  River.  All  the  school  went,  and 
with  Dick  Osgood  was  his  little  sister  Hetty.  After 
dinner  on  the  grass,  the  boys  and  girls  scattered  in  dif- 
ferent directions,  picking  flowers,  playing  baseball,  and 
fishing  off  the  banks. 

>  Abridged  from  Bed-Time  Sloriet.  Copyright.  1873,  1001,  by  Louise  Chandl«: 
Moulton. 


SIXTH  YEAR:  FRIENDSHIP  175 

Suddenly  a  wild  cry  rose  above  the  sultry  stillness  of 
the  summer  afternoon  —  Dick  Osgood's  cry:  "Hetty's 
in  the  river,  and  I  can't  swim.  Oh,  save  her,  save  her!'* 

Before  the  words  left  his  lips,  all  saw  Guy  Morgan 
running.  He  unbuttoned  coat  and  vest  as  he  ran  and 
threw  himself  over  into  the  water.  He  went  under,  rose 
again,  and  struck  out  toward  the  golden  head  that  rose 
for  the  second  time. 

Mr.  Sharp,  the  head  teacher,  got  a  rope,  and  running 
down  the  bank,  threw  it  out  on  the  water  just  above 
the  falls.  The  water  was  deep  where  Hetty  had  fallen, 
and  the  river  ran  fast,  sweeping  her  on.  When  she  rose 
for  the  third  time,  she  was  near  the  falls.  A  moment 
more  and  she  would  go  over.  But  that  third  time  Guy 
Morgan  caught  her  by  her  long  glistening  hair.  Mr. 
Sharp  shouted  to  him.  He  saw  the  rope  and  swam 
toward  it,  his  right  arm  beating  the  water,  his  left 
motionless,  holding  his  white  burden. 

A  moment  more  and  he  reached  the  rope,  clung  to  it, 
and  the  boys  and  teacher  drew  the  two  in  over  the  slip- 
pery edge  out  of  the  seething  waters.  Both  were  uncon- 
scious, but  Guy  was  the  first  to  revive. 

"Is  Hetty  safe?"  was  his  first  question, 

"Only  God  knows,"  Mr.  Sharp  answered  solemnly. 
"  We  are  doing  our  best." 

It  was  almost  half  an  hour  more  before  Hetty  opened 
her  eyes.  Dick,  who  had  been  utterly  frantic,  was  beside 
himself  with  joy. 

Mr.  Sharp  drove  Guy  Morgan  home,  but  he  got  out 
at  the  gate  for  fear  his  mother  would  be  alarmed  by 
seeing  any  one  helping  him. 

"Where  have  you  been?"  she  cried,  seeing  his  wet, 
disordered  plight. 

"  In  Quassit  River,  mother,  fishing  out  Hetty  Osgood. 
I  went  in  after  the  coals  of  fire." 

Mrs.  Morgan's  laugh  was  a  glad  one.  "  I  've  heard  ol 


176  ETHICS  FOR  CHILDREN 

people  smart  enough  to  set  the  river  on  fire,"  she  said, 
"but  you're  the  first  one  I  ever  knew  who  went  in  after 
the  coals." 

Read:  Tolstoi's  "A  Spark  Neglected  Burns  the 
House,"  in  Twenty-Three  Tales. 

Tell  of  the  friendship  of  Socrates  and  his  disciples. 

Read  the  Crito  of  Plato.  ^ 

Crito,  his  old  friend  and  disciple,  comes  into  the 
prison  just  before  dawn  and  finds  Socrates  calmly 
sleeping,  although  he  realizes  that  in  two  days  he  will  be 
put  to  death.  Crito  enters  softly  and  sits  a  long  time 
motionless,  watching  Socrates  till  he  awakens.  Then,  in 
his  eagerness  to  persuade  Socrates  to  escape,  Crito  uses 
the  argument  that  it  would  be  disloyal  to  his  friends 
if  Socrates  did  not  accept  their  help. 

"My  dear  Socrates,  there  is  still  time;  listen  to  me 
even  now  and  save  yourself.  You  must  know  that  your 
death  will  be  a  twofold  disaster  to  me.  I  shall  lose  such 
a  friend  as  no  time  or  chance  may  replace;  and  besides 
that,  many  persons  who  know  us  but  slightly  will 
blame  me,  supposing  I  might  have  rescued  you  with  my 
money.  And  what  opinion  of  me  could  be  more  hideous 
than  that  I  valued  my  money  above  my  friends?  Very 
few  will  ever  believe  that  you  yourself  refused  to  escape 
when  we  were  eager  to  help  you." 

Then  Socrates  in  the  gentle,  clear  way  characteristic 
of  him  discusses  the  question  of  his  right  to  escape  as 
impartially  as  though  it  concerned  not  his  own  life,  and 
little  by  little,  against  his  will  and  his  ardent  hope, 
Crito  is  convinced  that  it  would  be  unworthy  of  Soc- 
rates to  break  his  bonds.  He  would  not  be  himself, 
therefore  he  would  not  be  the  true  friend  of  Crito,  if  he 
tried  to  escape. 

>  In  The  Judgment  oj  Soeraiet,  translated  by  Pan!  Elmer  More,  Biversid*  Liter 
kture  Series. 


SIXTH  YEAR:  FRIENDSHIP  177 

'  In  the  first  and  last  pages  of  the  Phoedo  of  Plato,  the 
death  of  Socrates  is  described: 

He  received  it  [the  cup  of  poison]  quite  cheerfully, 
never  trembling  or  changing  color  or  countenance.  .  .  . 

"Until  then,"  said  Phsedo,  "most  of  us  had  been 
able  to  hold  back  our  tears  pretty  well;  but  when  we 
saw  him  drinking  and  the  cup  now  drained,  it  was  too 
much.  In  spite  of  my  efforts  my  own  tears  began  to 
fall  fast,  so  that,  covering  up  my  face  I  gave  myself  to 
weeping,  —  not  for  him,  but  for  my  own  hard  fortune 
in  losing  such  a  comrade." 

MAY:  THE   DUTY  OF  SERVICE 

On  the  grounds  of  Harvard  College,  in  Cambridge, 
Massachusetts,  is  a  wide  meadow  called  The  Soldiers* 
Field  and  used  for  athletics.  It  was  given  by  a  soldier 
in  memory  of  six  intimate  friends  who  died  in  the  Civil 
War.  They  were  all  young  men  when  they  died,  the 
youngest  only  twenty-six,  and  all  were  schoolmates  or 
classmates  of  the  donor.  He  himself  was  wounded  in 
the  war,  and  his  six  friends  died.  Ever  since  that  time, 
during  forty  years,  he  has  lived  with  the  impulse  of 
their  friendship  in  his  life. 

When  this  soldier  gave  the  playground  he  said : ' 

These  dear  friends  gave  their  lives,  and  all  they  had 
or  hoped  for,  to  their  country  and  to  their  fellow-men 
in  the  hour  of  real  need.  These  friends  were  men  of 
mark  and  were  dead  in  earnest  about  life  in  all  its 
phases.  They  lived  in  happy  homes,  had  high  hopes 
for  the  future,  and  with  good  cause,  too;  but  at  the 
first  call  of  our  great  captain  Abraham  Lincoln,  they 
went  gladly,  eagerly  to  the  front,  and  stayed  there.  Not 

>  The  extracts  from  this  address  are  used  by  permission  of  the  author. 


178  ETHICS  FOR  CHILDREN 

a  doubt,  not  a  thought  of  themselves,  except  to  serve; 
and  they  did  serve  to  the  end,  and  were  happy  in  their 
service. 

They  were  men  of  various  talents  and  they  had  vari- 
ous fortunes. 

One  of  them  I  first  saw  one  evening  in  our  camp  at 
Brook  Farm  —  a  beautiful,  sunny-haired,  blue-eyed 
boy,  gay  and  droll,  and  winning  in  his  ways.  In  those 
early  days  of  camp-life,  we  fellows  were  a  bit  homesick, 
and  I  fell  in  love  with  this  boy,  and  I  have  not  fallen 
out  yet.  He  was  of  a  very  simple  and  manly  nature  — 
steadfast  and  affectionate,  human  to  the  last  degree  — 
without  much  ambition  except  to  do  his  plain  duty. 

Another  fine,  handsome  fellow,  great  oarsman,  charm- 
ing companion,  wit,  philosopher,  who  delighted  in  in- 
tellectual pursuits,  and  in  his  fellow-creatures,  whom 
he  watched  with  his  keen  eyes  and  well  understood,  was 
killed  in  a  foolish,  bloody  battle  while  stemming  the 
tide  of  defeat.  He  was  at  this  time  too  ill  to  march; 
but,  with  other  sick  officers,  left  the  ambulances  be- 
cause he  was  needed  in  this  fight.  I  well  remember 
almost  our  last  day  together  —  sitting  on  a  log  in  a 
sluggish  stream  in  Maryland,  washing  ourselves  and 
our  clothes,  and  then  drying  ourselves  in  the  sun,  — ' 
and  his  wonderful  talk  of  the  delights  of  an  intellectual 
life. 

Yet  another  —  a  first  scholar,  because  he  could  n't 
help  it  —  full  of  thought,  life,  and  intense  vigor  — 
brimful  of  ideas  —  brilliant  and  strong  beyond  com- 
pare —  had  soon  after  leaving  college  exhausted  him- 
self by  overwork.  After  distinguished  service  with  his 
regiment  and  "on  the  staff  of  General  McClellan,  who 
singled  him  out  for  honor,  he  led  his  troopers  of  the 
Second  Massachusetts  Cavalry  in  the  Shenandoah 
campaign  of  '64,  was  always  in  the  front,  lost  thirteen 
horses  in  his  daring  efforts  to  win  success,  and  at  last. 


SIXTH  YEAR:  FRIENDSHIP  179 

when  so  wounded  that  he  could  not  speak,  rode  forward 
in  his  last  charge,  when  Sheridan  had  come  back  to  win 
the  battle  of  Cedar  Creek.  Read  the  story  of  that 
splendid  campaign  and  see  how  even  there  the  figure 
of  Charles  Lowell  stands  out. 

These  friends  were  men  of  unusual  powers,  but  they 
all  bowed  down  to  the  goodness  and  the  purity  of  one 
other  —  James  Savage.  He  also  was  an  enthusiast, 
and  had  little  health  and  no  words,  —  but  ate  himself 
up  with  his  thoughts  and  his  fiery  wishes  —  sometimes 
as  gay  as  a  lark  and  then  depressed  from  ill  health  and 
disappointment  with  himself  —  very  fond  of  his  books 
and  of  nature — much  given  to  games  and  a  great 
rusher  at  football  from  pure  will-power  and  enthusiasm 
—  courageous  to  the  last  degree.  We  two  fellows  went 
to  Fitchburg  just  after  war  was  declared,  to  recruit  a 
company  for  the  Second  Massachusetts  Infantry,  and 
when  our  regiment  was  ready  to  march,  the  colors  were 
intrusted  to  us.  This  recruiting  was  strange  work  to  us 
all,  and  the  men  who  came  to  our  little  recruiting  office 
asked  many  new  questions,  which  I  did  my  best  to  an- 
swer; but  often  these  recruits  would  turn  to  the  "cap- 
tain," as  they  called  him,  listen  to  his  replies,  and  then 
swear  allegiance,  as  it  were,  to  him.  He,  the  quietest 
and  most  modest  of  men,  was  immensely  impressive, 
for  he  was  a  real  knight —  just  and  gentle  to  all  friends, 
defiant  to  the  enemies  of  his  country  and  to  all  wrong- 
doers. He  also  fell  wounded  in  that  most  foolish  battle, 
where  his  regiment  lost  fourteen  out  of  twenty-two 
officers,  and  was  sacrificed  to  the  good  of  the  army. 
He  died  in  the  hands  of  the  southern  army,  who  tended 
him  kindly  and  were  deeply  moved  by  his  patience  and 
his  fortitude. 

The  last  was  a  physician,  by  choice  and  by  nature,  if 
intelligence,  energy,  devotion,  and  sweetness  can  help 
the  sick.   After  various  services  from  the  outstart  till 


180  ETHICS  FOR  CHILDREN 

*64,  he  was  put  by  General  Grant  in  charge  of  the  great 
hospital  camp  at  City  Point  in  Virginia,  where  ten 
thousand  sick  and  wounded  men  lay.  Here  he  worked 
out  his  life-blood  to  save  that  of  others.  If  I  may  turn 
to  football  language,  he  played  "full-back,"  and  no  one 
ever  reached  the  last  goal  if  human  power  could  stop 
him. 

All  these  men  were  dear  friends  to  me;  and  with  three 
of  them  I  had  lived  from  childhood  on  the  most  inti- 
mate terms,  doing  and  discussing  everything  on  earth, 
and  in  heaven,  as  boys  will,  —  living,  indeed,  a  very  full 
life  with  them,  and  through  them, —  so  full  were  they 
of  thoughts,  and  hopes,  and  feelings,  about  all  possible 
things.  These  men  are  a  loss  to  the  world,  and  heaven 
must  have  sorely  needed  them  to  have  taken  them  from 
us  so  early  in  their  lives.  Of  course,  thousands  and 
thousands  of  other  soldiers  deserved  equally  well  of 
their  country,  and  should  be  equally  remembered  and 
honored  by  the  world.  I  only  say  that  these  were  my 
friends,  and  therefore  I  ask  this  memorial  for  them. 

Though  love  repine,  and  reason  chafe. 
There  came  a  voice  without  reply,  — 
"  'T  is  man's  perdition  to  be  safe. 

When  for  the  truth  he  ought  to  die. " 

Looking  back  in  life  I  can  see  no  earthly  good  which 
has  come  to  me  so  great,  so  sweet,  so  uplifting,  so  con- 
soling as  the  friendships  of  the  men  and  the  women 
whom  I  have  known  well  and  loved  —  friends  who  have 
been  equally  ready  to  give  and  to  receive  kind  offices 
and  timely  counsel.  Nothing  will  steady  and  strengthen 
you  like  real  friends,  who  will  speak  the  frank  words 
of  truth  tempered  with  affection  —  friends  who  will 
help  you  and  never  count  the  cost.  Friendship  is  the 
full-grown  team-play  of  life,  and  in  my  eyes  there  is  no 
limit  to  its  value. 


SIXTH  YEAR:  FRIENDSHIP  181 

Learn: 

FRIENDSHIP 

BY  RALPH   WALDO   EMERSON 

A  ruddy  drop  of  maniy  blood 

The  surging  sea  outweighs. 

The  world  uncertain  comes  and  goes; 

The  lover  rooted  stays. 

I  fancied  he  was  fled,  — 

And,  after  many  a  year. 

Glowed  unexhausted  kindliness. 

Like  daily  sunrise  there. 

My  careful  heart  was  free  again, 

O  friend,  my  bosom  said. 

Through  thee  alone  the  sky  is  arched. 

Through  thee  the  rose  is  red; 

All  things  through  thee  take  nobler  fornOs) 

And  look  beyond  the  earth. 

The  mill-round  of  our  fate  appears 

A  sun-path  in  thy  worth. 

Me  too  thy  nobleness  has  taught 

To  master  my  despair; 

The  fountains  of  my  hidden  life 

Are  through  thy  friendship  fair. 


SEVENTH  YEAR 


ETHICAL   CENTRE:    PATRIOTISM 

INTRODUCTION 

What  does  a  democracy  stand  for? 

President  Eliot  of  Harvard  College  answers  that  the 
three  great  conceptions  of  a  democracy  are  unity,  de- 
pendence on  one  another,  and  a  passion  for  service. 
These  three  motives  can  be  made  central  in  this  grade. 
Through  history,  through  geography,  through  litera- 
ture, the  unity  of  the  nation  can  be  illustrated.  We 
should  always  accent  our  oneness  in  aim  with  other 
states  and  peoples,  and  the  help  that  comes  through  our 
very  differences. 

Study  the  applications  of  the  motto:  "United  we 
stand,  divided  we  fall."  Illustrate  this  by  the  strength 
of  ten  wooden  bars  united.  Show  what  a  great  weight 
it  will  bear  as  compared  with  the  strain  lifted  by  each 
separate  bar.   Let  your  class  try  this  experiment. 

Then  turn  to  the  companion  picture,  —  our  depend- 
ence on  one  another.  Here  again  history,  geography, 
literature,  flash  out  the  message  of  dependence.  We 
sometimes  feel  that  only  the  infant  is  dependent.  Not 
so;  we  are  dependent  all  our  lives  long  on  the  help  and 
the  loyalty  of  myriads  of  people  all  over  the  civilized 
globe.  Nor  is  our  dependence  lessening.  On  the  con- 
trary, work  is  more  and  more  specialized,  which  means 
that  thousands  of  unknown  workers  are  setting  each 


SEVENTH  YEAR:  PATRIOTISM         183 

one  of  us  free  to  make  his  special  contribution  to  all  the 
rest. 

Take  the  pupils  to  see  a  factory  or  a  department 
store;  let  them  make  a  list  of  articles  in  a  grocery  and 
tell  v/here  each  comes  from  and  what  labor  it  involves. 
Connect  with  the  ethical  talks  their  lessons  in  geography 
and  in  the  history  of  their  town  and  state. 

Finally,  as  the  school  year  closes,  let  them  catch, 
without  sound  of  drums,  the  final  chords  of  the  lesson 
that  only  through  service  can  we  express  our  gratitude 
and  our  loyalty  to  the  world  which  has  given  us  all  we 
possess. 

The  material  for  the  subject  of  patriotism  is  unusually 
rich  and  accessible,  yet  much  of  it  is  too  mature,  too 
fragmentary,  too  scholastic  for  boys  and  girls  of  twelve 
and  thirteen.  General  essays  on  patriotism  do  not 
strike  home;  concrete  examples  of  how  we  can  help  will 
make  loyalty  real. 

William  DeWitt  Hyde's  School  Speaker  and  Reader 
(Ginn  &  Co.),  Richman  &  Wallach's  Good  Citizenship 
(American  Book  Co.),  and  Gulick's  To^vn  and  City  are 
valuable;  on  the  historic  side,  delightful  suggestions  for 
compositions  are  found  in  Eva  March  Tappan's  Ameri- 
can Hero  Stories  (Houghton,  Mifflin  Co.). 

In  the  latter  months,  the  children  may  be  led  directly 
toward  civic  responsibility.  Let  them,  if  possible, 
organize  for  themselves  a  Good  Citizens'  Club  to  help 
their  school  and  town.  Miss  Jane  Brownlee's  paper 
on  Child-Training  gives  excellent  suggestions  from 
her  experience  in  organizing  a  Young  Citizens'  Club 
at  Toledo. 


184  ETHICS  FOR  CHILDREN 

SEPTEMBER:  OUR  NEED  OF  ONE 
ANOTHER 

Read:  Edward  Everett  Hale's  The  Man  Withovt  a 
Country. 

Questions:  Was  Nolan  too  severely  punished  for 
having  cursed  his  country?  Why  or  why  not?  Give 
a  list  of  all  the  people  you  can  think  of,  on  whom  we 
depend  for  safety,  health,  knowledge,  and  comfort. 
What  can  we  do  to  help  any  of  them  in  return?  If  your 
town  were  cut  oflF  for  a  month  from  all  supplies,  in  what 
ways  would  it  suffer?  Is  there  any  part  of  the  country 
that  does  not  need  the  help  of  the  rest?  If  all  the  trades- 
people became  untrustworthy  at  once,  what  would 
happen?  In  what  ways  do  the  members  of  a  football 
team  depend  on  one  another?  Why  is  it  unfair  to  give 
up  playing  in  the  middle  of  a  game  simply  because 
you  are  tired  of  it? 

If  these  questions  are  answered  in  writing,  so  that 
the  children  have  time  to  think  them  over  carefully, 
the  illustrations  will  be  better  and  the  memory  of  the 
discussion  more  lasting. 

Read:  The  "Journal"  of  Robinson  Crusoe,  by 
Defoe.  1 

Bring  out  the  worthlessness  of  gold  to  Crusoe:  "Oh 
drug,  what  art  thou  good  for?  Thou  art  not  worth  to 
me,  no  not  the  taking  off  the  ground."  Notice  his  com- 
fort in  the  Bible:  "I  will  never  forsake  thee."  Point 
out  his  longing  for  comrades :  "  I  cannot  explain  by  any 
possible  energy  of  words  what  a  strange  longing  and 
hankering  of  desire  I  felt  in  my  soul  upon  this  sight 

>  See  Itobiuton  Cruioe :  Riverside  Literature  S«riei. 


SEVENTH  YEAR:  PATRIOTISM        185 

of  a  ship."  Make  the  class  feel  how  safe,  and  how  for- 
tunate we  are  to  have  helpers  all  around  us  and  com- 
rades everywhere. 

Read:  Rudyard  Kipling's  "The  Ship  that  Found 
Herself,"  in  The  Day's  Work.  It  will  require  prepara- 
tion to  get  the  best  out  of  this  story,  for  it  has  many 
technical  nautical  terms,  but  it  is  well  worth  study. 
Its  motive  is  the  value  of  working  together  and  doing 
each  his  part  without  complaint  or  shirking.  At  first, 
the  different  bolts,  rivets,  and  planks  in  the  ship  com- 
plain of  one  another  and  of  the  hardships  they  meet  in 
the  surging  waves.  Gradually,  they  discover  that  they 
must  all  pull  together,  all  share  the  strain,  and  all  work 
for  the  ship,  and  they  arrive  in  port  triumphant. 

THE  RISKS  OF  A  FIREMAN'S  LIFE^ 

When  we  see  a  fire  company  dashing  on  its  way  in 
answer  to  an  alarm,  we  stop  to  admire  the  stirring  pic- 
ture that  it  presents.  .  .  .  Then  we  pass  on  our  way, 
and  in  the  whirl  of  city  life  this  incident  is  soon 
forgotten.  And  yet  this  company  may  return  with 
many  of  its  members  bruised  and  sore,  while  others 
are  perhaps  conveyed  to  near-by  hospitals,  mortally 
wounded.  It  is  not  always  the  fire  that  makes  the  big- 
gest show  that  is  the  hardest  to  fight.  The  fire  that  goes 
roaring  through  the  roof  of  a  building,  lighting  up  the 
city  for  miles  around,  is  sometimes  much  more  easily 
subdued  than  the  dull,  smoky  cellar  or  sub-cellar  fire 
that  forces  the  men  to  face  the  severest  kind  of  "pun- 
ishment," the  effects  of  which  are  felt  for  weeks  after- 
ward, before  it  is  controlled. 

I  From  Fighting  a  Fire,  by  Charles  T.  Hill.  Copyright,  1894,  1806,  1807,  by  Thi 
Century  Co. 


186  ETHICS  FOR  CHILDREN 

At  a  sub-cellar  fire  that  occurred  one  night,  a  few 
years  ago,  on  lower  Broadway,  I  saw  over  a  dozen  men 
laid  out  on  the  sidewalk,  overcome  by  the  smoke.  A 
gruesome  sight  it  was,  too,  with  the  dim  figures  of  the 
ambulance  surgeons,  lanterns  in  hand,  working  over 
them,  and  the  thick  smoke  for  a  background. 

These  were  brave  fellows,  who  had  dashed  in  with  the 
lines  of  hose,  only  to  be  dragged  out  afterward  by  their 
comrades,  nearly  suffocated  by  the  thick,  stifling  smoke 
that  poured  in  volumes  from  every  opening  in  the  base- 
ment. Over  one  hundred  and  fifty  feet  of  "deadlights," 
or  grating,  over  the  sidewalk  had  to  be  broken  in  that 
night  before  the  cellars  were  relieved  suflSciently  of  the 
smoke  with  which  they  were  charged  to  allow  the  men 
to  go  in  and  extinguish  the  fire.  This  required  the  com- 
bined work  of  the  crews  of  five  hook-and-ladder  com- 
panies, who  broke  in  the  ironwork  with  the  butt  ends 
of  their  axes,  —  the  hardest  kind  of  work.  But  the 
newspapers  the  following  morning  gave  this  fire  only 
a  ten  or  twelve  line  notice,  mentioning  the  location  and 
the  estimated  loss,  and  adding  that  "  it  was  a  severe 
fire  to  subdue."  No  word  of  the  suffering  the  men  were 
forced  to  face  before  this  fire  was  under  control;  no 
mention  of  the  dash  after  dash  into  the  cellar  with  the 
heavy  line  of  hose,  only  to  be  driven  back  to  the  street 
by  the  smoke,  or  to  be  dragged  out  afterward  nearly 
unconscious;  nor  of  the  thud  after  thud  with  the  heavy 
axes  on  the  thick  iron  grating  that  required  twenty  or 
thirty  blows  before  any  impression  could  be  made  on 
it.  This  was  muscle-straining,  lung-taxing  work  that 
the  average  man  has  to  face  only  once  in  a  life-time; 
but  the  firemen  in  a  large  city  have  it  always  before 
them;  and  each  tap  on  the  telegraph  may  mean  the 
signal  to  summon  them  to  a  task  that  requires  the  ut- 
most strength  and  nerve. 

While  speaking  of  cellar  fires,  let  me  relate  an  incident 


SEVENTH  YEAR:  PATRIOTISM         187 

that  happened  to  some  companies  in  the  down-town 
district.  It  was  in  the  sub-cellar  of  a  crockery  and  glass 
warehouse,  amid  the  straw  used  to  pack  the  glassware. 
It  sent  forth  a  dense,  stifling  smoke,  and  was  an  ugly 
fire  to  fight.  I  will  relate  it  in  the  way  in  which  it  was 
told  me  by  a  fireman  in  one  of  the  companies  that  were 
summoned  to  subdue  it. 

"The  station  came  in  one  night  at  11.30.  We  rolled, 
and  found  the  fire  in  Barclay  street,  in  a  crockery 
warehouse,  —  burning  straw,  jute,  excelsior,  and  all  that 
sort  of  stuff  in  the  sub-cellar.  Smoke?  I  never  saw  such 
smoke  since  I've  been  in  the  business.  We  went  through 
the  building,  and  found  the  fire  had  n't  got  above  the 
cellar.  We  tried  to  get  the  line  down  the  cellar  stairs, 
but  it  was  no  use.  No  one  could  live  on  that  stairway 
for  a  minute.  The  chief  then  divided  us  up,  sent  out  a 
second  [a  second  alarm],  and  we  sailed  in  to  drown  it  out; 
27  engine  got  the  rear;  7  engine  the  stairway,  to  keep 
it  from  coming  up;  and  our  company,  29,  got  the  front. 
We  pried  open  the  iron  cellar  doors  on  the  pavement, 
only  to  find  that  the  elevator,  used  to  carry  freight  to 
the  bottom,  had  been  run  up  to  the  top.  Here  were  four 
inches  of  Georgia  pine  to  cut  through!  And  phew!  such 
work  in  such  smoke !  Well,  we  got  through  this,  opened 
it  up,  and —  out  it  all  came!  No  flames,  just  smoke,  and 
with  force  to  suffocate  a  man  in  a  second.  We  backed 
out  to  the  gutter  and  got  a  little  fresh  air  in  our  lungs, 
and  went  at  it  again.  We  brought  a  thirty -five  foot 
ladder  over  from  the  truck  and  lowered  it  through  this 
opening,  and  found  we  could  n't  touch  bottom.  A  forty- 
five  foot  ladder  was  put  down,  and  only  three  rungs 
remained  above  the  sidewalk;  this  showed  that  there 
was  over  forty  feet  of  cellar  and  sub-cellar !  And  down 
to  this  place  we  had  to  go  with  the  line.  Well,  the  sooner 
we  got  at  it  the  sooner  it  was  over,  so,  shifting  the  line 
over  the  top  rung  of  the  ladder,  so  it  would  n't  get 


188  ETHICS  FOR  CHILDREN 

caught,  down  we  started.  It  was  only  forty  feet,  but 
I  can  tell  you  it  seemed  like  three  hundred  and  forty 
before  we  got  to  the  bottom.  Of  course,  when  we  got 
there  it  was  n't  so  bad;  the  smoke  lifted,  and  gave  us 
a  corner  in  the  cellar  shaft  where  we  could  work,  and 
we  soon  drove  the  fire  away  to  the  rear  and  out;  but 
going  down  we  got  a  dose  of  smoke  we'll  all  remember 
to  our  last  days." 

It  is  not  alone  in  saving  lives  from  fire  that  the  fire- 
men show  of  what  heroic  stuff  they  are  made;  in  the 
simple  discharge  of  their  daily  duty  they  are  often 
forced  to  risk  life  over  and  over  again  in  deeds  of  daring 
about  which  we  hear  little,  —  deeds  that  are  repeated 
at  almost  every  serious  fire  to  which  they  are  called. 

OCTOBER:  PERSEVERANCE 

Learn:  Arthur  H.  Clough's  "Say  not.  The  Struggle 
Nought  Availeth."  Read :  James  Russell  Lowell's 
"Columbus,"  and  Joaquin  Miller's  "Columbus." 

Help  the  class  to  realize  what  penetrating  vision  and 
faith  it  took  to  carry  through  the  great  project  of  Co- 
lumbus. In  the  poem  by  Miller,  bring  out  the  courage 
we  all  need  to  "sail  on!" 

Tell  stories  of  Henry  Hudson,  of  Lewis  and  Clark,  and 
of  Champlain. 

Read  the  account  of  the  giving  of  the  Ten  Command- 
ments (Exodus,  Chap.  xx).  Associate  them  with  the 
national  birth  of  the  Hebrews.  A  nation  to  become 
strong  and  to  endure  must  have  laws  that  help  all  law- 
abiding  people. 

Questions:  Why  do  we  need  any  laws?  Why  are 
laws  called  sacred?  Ought  we  to  obey  inconvenient 
laws?    Why?    Why  do  we  have  rules  in  games?   Are 


SEVENTH  YEAR:  PATRIOTISM         189 

punishments  needed?    Why?    Why  are  honesty  and 
truth  essential  to  any  people  living  together? 

Give  a  detailed  and  graphic  account  of  General 
Charles  G.  Gordon.  It  would  be  valuable  to  spend 
several  weeks  in  learning  to  know  this  hero. 

Consult:  Gordon's  Chinese  Campaign,  by  Andrew 
Wilson;  Story  of  Chinese  Gordon,  by  A.  E.  Hake;  Colonel 
Gordon  in  Central  Africa,  by  George  Birbeck  Hill; 
Journal  of  Gordon  at  Khartoum,  by  A.  E.  Hake;  and 
Chinese  Gordon,  by  Archibald  Forbes. 

THE  STORY  OF  GENERAL  GORDON 

General  Gordon  was  bom  in  England,  January  28, 
1833,  and  was  one  of  a  military  family.  At  the  age  of 
fourteen,  he  entered  the  Royal  Military  Academy  at 
Woolwich,  and  by  the  time  he  was  twenty-one,  he  had 
his  first  fighting  at  Sebastopol  during  the  Crimean  War. 
There  are  three  great  experiences  in  Gordon's  career: 
his  command  of  the  forces  in  China,  his  simple  friendly 
life  as  engineer  on  the  Thames,  and  his  work  in  the 
Soudan. 

In  1860,  the  real  beginning  of  his  fame  was  made. 
He  joined  the  army  at  Pekin,  China,  and  soon  was 
promoted  to  be  a  major.  In  1862,  the  Taiping  tribes, 
under  an  extraordinary  fanatic  who  claimed  to  be 
divine,  devastated  the  south  of  China,  destroying 
towns  and  even  threatening  the  European  factories 
and  silk  districts.  The  English  and  French  forces 
agreed  to  help  the  Chinese  imperial  forces  and  defend 
Shanghai.  They  were  aided  by  an  army  of  foreigners 
and  about  a  thousand  natives  under  an  American 
named  Ward.  The  expenses  of  this  army  were  paid  by 
Chinese  merchants.   When  Ward  fell,  Li  Hung  Chang 


190  ETHICS  FOR  CHILDREN 

asked  the  English  to  remodel  the  force  and  appoint  a 
commander.  Gordon  was  chosen  and  served  till  the 
"Ever  Victorious  Army"  was  disbanded  in  May,  1864. 

Gordon  led  the  men  without  ever  carrying  arms. 
He  held  only  a  little  cane  with  which  he  directed  his 
troops.  The  Chinese  troops  when  they  saw  how  he 
exposed  himself  and  was  never  hurt,  decided  firmly 
that  his  cane  was  a  magic  wand.  Even  when  shot 
through  the  leg  at  Kintang,  Gordon  stood  giving  orders 
till  he  fainted. 

The  Chinese  Government  made  him  a  Mandarin  and 
gave  him  the  rank  of  Ti-Tu,  the  highest  army  rank,  and 
the  Emperor  decreed  as  follows: 

"We  command  that  Gordon  be  rewarded  with  a 
yellow  jacket  to  be  worn  on  his  person,  and  peacock's 
feathers  to  be  carried  in  his  cap.  Also  that  there  be 
bestowed  on  him  four  suits  of  the  uniform  proper  to  his 
rank  of  Ti-Tu,  in  token  of  our  favor  and  desire  to  do 
him  honor.    Respect  this."  ^ 

Gordon  declined  all  presents  of  money  and  spent  all 
his  pay  in  making  his  forces  efiicient.  "I  leave  China 
as  poor  as  I  entered  it,"  he  wrote  home  at  the  close  of 
the  war. 

From  1865  to  1871,  Gordon  was  at  Gravesend,  Eng- 
land, as  Commanding  Royal  Engineer  improving  the 
defences  of  the  River  Thames.  He  was  much  more  than 
an  engineer.  Sometimes  his  house  was  used  as  a  hos- 
pital and  often  as  a  school.  He  helped  every  sick  and 
poor  person  who  came  to  him,  but  he  delighted  espe- 
cially in  helping  the  boys  who  were  employed  on  the 
river.  He  gave  them  clothes,  he  kept  them  in  his  house 
for  weeks,  he  taught  them  to  read,  and  he  got  them 
places  as  midshipmen  on  board  ships.  "One  day  a 
friend  asked  him  why  there  were  so  many  pins  stuck 
into  his  map  of  the  world.   Gordon  answered  that  they 

I  From  Gordon's  Chinese  Campaign,  by  Andrew  WilsoD,  p.  248. 


SEVENTH  YEAR:  PATRIOTISM        191 

marked  the  course  of  his  boys  on  their  voyages.  He 
moved  them  from  point  to  point  as  the  boys  sailed  along, 
and  he  prayed  for  them  as  they  went,  night  and  day."  ^ 

In  1873  he  became  governor  of  the  Equator  tribes  in 
the  Nile  basin,  on  a  salary  of  two  thousand  pounds  a 
year  —  his  own  terms.  It  was  a  strange  and  dangerous 
undertaking.  The  government  seat  at  Gondokoro  was 
a  miserable  station  in  a  wild  country  —  the  kind  of 
country  that  ex-President  Roosevelt  visited  after  his 
term  of  office  ended. 

From  Gondokoro  to  Khartoum  (a  thousand  miles) 
was  at  times  a  fourteen  months  journey  owing  to  in- 
evitable delays.  Gordon  was  made  governor  of  an  al- 
most unknown  province.  His  subjects  were  under  the 
power  of  adventurers  who  traded  in  ivory  and  slaves, 
forced  traffic  on  their  neighbors,  and  governed  even 
their  factories  by  the  use  of  armed  men.  They  had  been 
lawless  for  ages.  Gordon  was  told  to  deal  with  them 
severely,  yet  to  make  use  of  them  if  they  would  enter 
government  service.  The  land  must  be  tilled,  and  crops 
raised  by  soldiers  and  by  natives.  No  corn  must  be 
seized  from  the  tribes.  Posts  must  be  established  at 
Khartoum,  and  the  lakes  and  the  river  made  navigable. 
The  governor  must  win  the  confidence  of  the  natives, 
stop  the  slave  trade  and  make  the  slave-dealers  fear 
him.  These  were  the  orders  of  the  Egyptian  governor. 

The  slave  trade  had  wasted  the  country  between 
Khartoum  and  Lakes  Victoria  and  Albert  Nyanza.  In 
places  where  there  had  formerly  been  large  villages,  no 
one  remained.  Seven-eighths  of  the  population  were 
slaves;  the  country  swarmed  with  slave-hunters  and 
slave-dealers;  district  governors,  greedy  for  pelf,  aided 
and  abetted  them  in  their  raids.  The  rest  of  the  popu- 
lation was  terrified  and  subdued;  too  discouraged  to 
sow  crops;  too  hungry  to  object  to  selling  their  children. 

>  From  the  Story  of  Chineie  Gordon,  by  A.  E.  Hake. 


192  ETHICS  FOR  CHILDREN 

Army  stations  were  six  weeks'  journey  apart,  and  hi  the 
wildest  part  of  the  country  the  soldiers  did  not  dare  go 
out  without  guards  of  a  hundred  men. 

Gordon  started  for  Khartoum  in  April,  riding  some- 
times forty-live  miles  a  day  on  his  camels,  giving  orders, 
writing  letters,  and  holding  interviews  at  the  stations  he 
passed  through.  He  knew  his  work  would  be  arduous, 
but  he  was  dauntless. 

"  With  terrific  exertions,"  he  wrote,  "  I  may  in  two 
or  three  years  with  God's  administration  make  a  good 
province  and  suppress  slave  raids,  and  then  I  will  come 
home  and  go  to  bed,  never  get  up  till  noon  every  day 
and  never  walk  more  than  a  mile." 

Gordon  won  the  affection  of  the  natives;  he  went 
alone  into  isolated  spots;  he  taught  the  people  to  sow; 
he  gave  them  work,  testing  their  capacity  and  steadi- 
ness. Best  of  all  he  stopped  slave-trading  and  took  care 
of  the  slaves  till  he  could  return  them  home.  The  slave- 
dealers  he  helped,  whenever  it  was  possible,  to  become 
soldiers. 

But  beyond  his  own  province,  all  was  chaos  and 
brutality.  The  Governor  of  the  Soudan  was  jealous 
and  obstructive  and  the  Khedive  refused  to  help.  Gor- 
don resigned  and  returned  to  England  "with  the  sad 
conviction  that  no  good  could  be  done  in  those  parts 
and  that  it  would  have  been  better  had  no  expedition 
ever  been  sent." 

Naturally  Gordon  was  discouraged  and  worn;  he  had 
been  very  ill,  and  his  doctor  ordered  him  to  take  several 
months  of  complete  rest.  But  many  countries  wanted 
his  help.  He  was  offered  a  position  in  India,  another 
in  China,  a  third  at  the  Cape  of  Good  Hope.  He  did 
his  part  and  then  took  a  year's  rest  in  Palestine. 

At  the  end  of  that  time,  in  1881,  the  Soudan  again 
needed  him.  A  fanatic  calling  himself  the  Mahdi  (the 
redeemer)  was  conquering  the  country.  On  January  18, 


SEVENTH  YEAR:  PATRIOTISM         193 

1884,  Gordon  left  England  again  for  the  Soudan  to 
report  to  the  English  government  on  the  situation  and 
what  ought  to  be  done,  and  to  provide  for  the  safety  of 
the  English  garrison  and  the  Europeans  in  Khartoum. 
On  February  18th  he  entered  B3iartoum.  The  people 
pressed  about  him,  kissing  his  hands  and  feet  and  calling 
him  "Sultan"  and  "Father." 

"I  come  without  soldiers,"  he  told  the  people,  "  but 
with  God  on  my  side  to  redress  the  evils  of  this  land.  I 
will  not  fight  with  any  weapons  but  justice." 

To  all  who  had  complaints  he  gave  a  hearing.  He 
then  ordered  burnt  in  a  great  fire  all  the  records  of  the 
people's  heavy  debt  and  the  whips  and  rods  that  had 
been  the  implements  of  torture.  He  visited  the  hos- 
pital and  the  arsenal  and  flung  open  the  doors  of  the 
jail.  Two  hundred  men,  women,  and  children  were 
lying  about  in  chains;  some  were  innocent,  some  guilty, 
but  most  of  these  last  had  been  imprisoned  longer  than 
their  rightful  sentence.  After  careful  inquiry  all  were 
set  free.  At  nightfall  he  ordered  a  bonfire  to  be  made 
of  the  prison.  Far  into  the  night  men,  women,  and  chil- 
dren were  dancing  round  the  blaze,  laughing  and  clap- 
ping their  hands.  Next  day  he  established  boxes  into 
which  people  could  drop  petitions  and  complaints, 
and  the  proclamation  of  freedom  was  posted  on  every 
wall. 

Meanwhile  the  Mahdi's  army  was  pressing  closer  and 
closer,  gaining  many  soldiers  from  the  natives  as  they 
approached.  Gordon  appealed  for  troops;  none  were 
sent.  After  many  appeals  to  England  and  to  the  Egyp- 
tian government,  Gordon  bitterly  expressed  his  indigna- 
tion and  his  determination  not  to  abandon  Khartoum. 
He  began  to  arrange  a  plan  of  defence  and  to  study  how 
long  a  siege  the  town  would  stand.  Five  months  passed 
with  no  word  from  England,  and  the  garrison  was  starv- 
ing.  Gordon  asked:  "Is  it  right  that  I  should  be  sent 


194  ETHICS  FOR  CHILDREN 

to  Khartoum  with  only  seven  followers,  and  no  attention 
paid  to  me  until  after  communications  have  been  cut?" 
Finally  he  sent  two  lieutenants  to  try  to  reach  the 
English  authorities  at  Cairo;  these  soldiers  were  treach- 
erously murdered  on  the  way.  So  now  Gordon  was 
alone,  the  only  Englishman  in  Khartoum.  Hunger  and 
doubt  were  upon  him  and  his  people,  but  they  still 
loved  and  believed  in  him  although  he  had  promised 
them  help  from  England  and  it  had  not  come.  Gordon 
built  a  tower  from  which  he  could  see  the  whole  country. 
By  day  he  looked  to  his  defences,  administered  justice, 
cheered  the  people,  and  directed  the  fighting;  and  every 
night  he  mounted  to  his  watchtower  and  prayed  for 
help. 

In  November,  Gordon  wrote  Lord  Wolseley  that  he 
had  just  enough  provisions  to  last  forty  days.  Then  at 
length  Lord  Wolseley  offered  a  hundred  pounds  to  the 
regiment  which  should  move  most  expeditiously  to 
Gordon's  help.  But  it  was  too  late.  When  Sir  Charles 
W^ilson  reached  Khartoum  the  city  had  fallen,  the  Gov- 
ernment House  was  in  ruins.  Of  Gordon  there  was  no 
sign.  He  had  been  killed.  He  knew  that  the  end  was 
coming  and  that  the  city  must  fall,  but  he  would  not 
run  away  and  save  himself.  He  did  not  fear  to  die.  He 
wrote  farewell  letters  home,  and  in  his  last  journal  were 
found  these  words: 

"I  am  quite  happy,  though  the  sand  in  the  hourglass 
is  very  low.  There  is  not  fifteen  days'  food  in  the  whole 
town.  Good-bye.  I  have  tried  to  do  my  duty." 

Learn  and  sing  together: 
THE  CHARACTER  OF  A  HAPPY  LIFE 

BY   SIR   HENRY   WOTTON 

How  happy  is  he  born  or  taught. 
That  serveth  not  another's  will. 


SEVENTH  YEAR:  PATRIOTISM         195 

"Whose  armor  is  his  honest  thought. 
And  simple  truth  his  utmost  skill. 

Whose  passions  not  his  masters  are, 
Whose  soul  is  still  prepared  for  death. 
Not  tied  unto  the  world  by  care 
Of  public  fame  or  Prince's  breath. 

Who  hath  his  life  from  rumors  freed. 
Whose  conscience  is  his  strong  retreat. 
Whose  state  can  neither  flatterers  feed 
Nor  ruin  make  oppressors  great. 

This  man  is  freed  from  servile  bonds 
Of  hope  to  rise  or  fear  to  fall,  — 
Lord  of  himself,  though  not  of  lands. 
And  having  nothing,  yet  hath  all. 

This  poem  should  be  associated  with  the  lives  of 
great  leaders;  with  Gordon  fearless  and  straightfor- 
ward; with  Lincoln  who  would  say  nothing  that  he  was 
not  ready  to  live  for,  and,  if  God  willed,  to  die  for. 


NOVEMBER:  MEMORY 

Learn:  "The  Recessional,"  by  Kipling. 

Learn:  Psalm  cvii,  verses  1  to  31. 

"Oh,  give  thanks  unto  the  Lord." 

Study:  Whittier's  "Songs  of  Labor." 

Learn:  William  CuUen  Bryant's  "Ode  to  a  Water- 
fowl." 

Read:  "A  Winter  at  Valley  Forge,"  in  American 
Hero  Stories,  by  Eva  M.  Tappan  (Houghton  Mifflin 
Co.). 


196  ETHICS  FOR  CHILDREN 

Read  and  discuss: 

OUR  MULTITUDE  OF  HELPERS* 

If  a  cross-section  showing  a  single  day  in  the  life  of  a 
civilized  man  could  be  exposed,  it  would  disclose  the 
services  of  a  multitude  of  helpers.  When  he  rises,  a 
sponge  is  placed  in  his  hand  by  a  Pacific  Islander,  a 
cake  of  soap  by  a  Frenchman,  a  rough  towel  by  a  Turk. 
His  merino  underwear  he  takes  from  the  hand  of  a 
Spaniard,  his  linen  from  a  Belfast  manufacturer,  his 
outer  garments  from  a  Birmingham  weaver,  his  scarf 
from  a  French  silk-grower,  his  shoes  from  a  Brazilian 
grazier.  At  breakfast,  his  cup  of  coffee  is  poured  by 
natives  of  Java  and  Arabia;  his  rolls  are  passed  by  a 
Kansas  farmer,  his  beefsteak  by  a  Texan  ranchman,  his 
orange  by  a  Florida  negro.  He  is  taken  to  the  city  by 
the  descendants  of  James  Watt;  his  messages  are  car- 
ried hither  and  thither  by  Edison,  the  grandson  by 
electrical  consanguinity  of  Benjamin  Franklin ;  his  day's 
stint  of  work  is  done  for  him  by  a  thousand  Irishmen 
in  his  factory;  or  he  pleads  in  a  court  which  was  founded 
by  ancient  Romans,  and  for  the  support  of  which  all 
citizens  are  taxed;  or  in  his  study  at  home  he  reads 
books  composed  by  English  historians  and  French 
scientists,  and  which  were  printed  by  the  typographical 
descendants  of  Gutenberg.  In  the  evening  he  is  enter- 
tained by  German  singers  who  repeat  the  myths  of 
Norsemen,  or  by  a  company  of  actors  who  render  the 
plays  of  Shakespeare;  and,  finally,  he  is  put  to  bed  by 
South  Americans  who  bring  hair,  by  Pennsylvania 
miners  and  furnace-workers  who  bring  steel,  by  Missis- 
sippi planters  who  bring  cotton,  or,  if  he  prefers,  by 
Russian  peasants  who  bring  flax,  and  by  Labrador 
fowlers  who  smooth  his  pillow.   A  million  men,  women, 

>  From  Moral  Evolution,  by  George  Harris  (Houghton  Mifflin  Co.). 


SEVENTH  YEAR:  PATRIOTISM         197 

and  children  have  been  working  for  him  that  he  may 
have  his  day  of  comfort  and  pleasure.  In  return  he  has 
contributed  his  mite  to  add  a  unit  to  the  common  stock 
of  necessaries  and  luxuries  from  which  the  world  draws. 
Each  is  working  for  all;  all  are  working  for  each. 

Questions  on  Memory :  In  what  ways  would  a  strong 
memory  help  to  keep  any  one  out  of  temptation?  Give 
an  example.  Why  does  memory  make  life  interesting? 
Do  you  think  it  is  a  good  plan  to  make  New  Year's 
resolutions?  Why?  How  can  we  prevent  ourselves 
from  breaking  or  forgetting  them?  What  things  do 
you  remember  best  and  what  are  you  likely  to  forget? 
If  you  wanted  to  remember  a  very  long  and  important 
message,  how  would  you  plan  to  do  it?  How  can  any 
one  learn  not  to  forget?  What  things  ought  we  to  try 
to  forget  and  what  to  remember?  Can  memory  help 
us  to  be  brave?  Give  an  example.  How  does  memory 
help  us  to  be  patient? 

DECEMBER:  FREEDOM  AND 
OBEDIENCE 

Learn:  Mrs.  Hemans's  "The  Pilgrim  Fathers." 
Questions:  Why  did  they  seek  freedom  to  worship 
God?  What  was  happening  in  England  at  that  time? 
Do  we  have  freedom  now?  Do  we  use  it?  In  what  way? 
If  a  boy  does  just  what  he  feels  like  doing  at  every  mo- 
ment, is  he  free?  What  does  it  mean  to  be  a  slave  to 
habit?  What  are  the  hardest  habits  to  get  over?  Give 
an  example  of  a  good  habit?  In  what  way  does  a  good 
habit  make  you  freer? 

Read  accounts  of  the  life  of  William  Penn,  in  Eva 


198  ETHICS  FOR  CHILDREN 

M.  Tappan's  American  Hero  Stories.  Penn  was  iin« 
prisoned  many  times  for  disobedience  to  authority. 
The  accusations  against  him  were:  (l)  That  he  in- 
sisted on  preaching  the  Quaker  doctrine;  (2)  That 
he  would  not  take  off  his  hat,  even  to  the  King;  (3) 
That  he  would  not  take  the  oath  of  allegiance.  Was 
Penn  right  to  disobey  in  these  three  cases? 

Why  is  the  government  of  the  United  States  of  the 
people,  by  the  people,  and  for  the  people,  as  Lincoln 
said  it  was? 

Learn:  "He  that  is  greatest  among  you,  let  him  be 
your  servant." 

Is  it  a  title  of  honor  to  be  called  a  servant?  Is  it  a 
title  of  honor  to  be  called  a  servant  of  the  State?  What 
men  are  now  servants  of  the  State?  What  is  the  mean- 
ing of  "to  serve"?  Is  it  honorable  to  be  idle?  Is  it 
more  honorable  to  be  of  service,  or  to  live  in  luxury? 

Read  stories  of  the  Prophet  Elijah  (I  Kings,  Chaps, 
xvii,  xviii,  and  xix). 

Read  the  story  of  Miles  Standish,  in  Eva  M.  Tap- 
pan's  American  Hero  Stories. 

Read:  Longfellow's  "The  Legend  Beautiful,"  and 
"Robert  of  Sicily." 

THE  WRECK  OF  THE  STEAMSHIP  REPUBLIC 

Showing  the  Valve  of  Discipline  and  Order 

In  the  winter  of  1909,  the  ocean  steamship  the  Re- 
public was  run  into  by  a  smaller  boat,  the  Florida. 
There  was  a  heavy  fog  and  both  ships  were  sounding 
their  fog-horns  continuously;  yet  in  spite  of  all  warn- 
ings, the  sharp  bow  of  the  Florida  suddenly  emerged 
from  the  fog  and  rammed  in  the  side  of  the  Republic 
amidships,  crashing  through  five  staterooms  and  open- 


SEVENTH  YEAR:  PATRIOTISM         199 

ing  a  gap  into  the  engine  room  itself.  Instantly  the 
Florida  backed  away  out  of  sight  into  the  fog.  The  sea 
flooded  the  engine  room  of  the  Republic,  and  the  engi- 
neers had  just  time  to  bank  the  fires  and  fly  through 
rushing  waters  to  the  deck.  The  electric  lights  were 
suddenly  put  out,  and  "darkness  was  upon  the  face  of 
the  deep."  Five  hundred  men,  women,  and  children 
waked,  terrified  and  bewildered,  in  the  darkness.  Then 
good  courage,  that  all  of  us  can  develop  if  we  try  for  it 
every  day  in  little  experiences,  leaped  out  to  meet  this 
great  emergency. 

A  young  man  named  Jack  Binns  was  the  operator 
of  the  wireless  telegraphy  on  the  steamship,  and  his 
storage  batteries  were  uninjured.  He  set  to  work  at 
once.  Out  across  the  fog  he  sent  the  ambulance  call 
of  the  deep  —  C.  Q.  D.  —  over  and  over  again.  Every 
other  message  passing  through  the  air  was  stopped 
when  that  cry  of  distress  was  heard,  so  that  Binns  could 
have  right  of  way.  Then  came  Binns's  message:  "The 
steamship  Republic  has  been  rammed  in  latitude  40.57, 
longitude  70,  twenty -six  miles  south  of  Nantucket." 

Instantly,  the  Boston  operator  sent  messages  in  every 
direction.  The  steamship  Baltic  caught  the  words  and 
so  did  a  dozen  or  more  liners,  tugs,  and  revenue  cutters, 
and  in  a  brief  time  all  were  feeling  their  way  to  latitude 
40.57  and  longitude  70,  where  Jack  Binns  was  still 
talking  with  his  fingers. 

Meanwhile  courage  was  shown  not  only  by  men  but 
by  women.  They  seized  what  clothes  they  could  find  in 
their  unlighted  staterooms  and  came  up  on  deck;  and 
there,  while  they  waited,  they  helped  one  another  and 
joked  to  keep  up  their  spirits.  One  lady  in  a  blue  dress- 
ing-gown sat  down  on  deck  and  began  combing  her  hair, 
remarking  that  if  she  was  going  to  die  she  might  as  well  die 
looking  her  best.  Another  smiling  lady  distributed  hair- 
pins and  a  third  played  solitaire  to  keep  herself  steady. 


200  ETHICS  FOR  CHILDREN 

At  last  a  rescuer  came.  Even  then  there  was  no  push* 
ing  or  hurrying  for  the  first  place,  although  the  Republic 
was  sinking.  Every  one  obeyed  orders.  Nearly  five 
hundred  passengers  were  carried  in  small  boats  away 
from  the  crippled  Republic,  but  there  was  no  panic  and 
no  disorder.  It  took  twelve  hours  of  hard  work  to  rescue 
every  one,  but  not  a  soul  was  lost.  The  captain  made 
sure  that  all  his  passengers  and  crew  were  safe.  Then 
he  returned  with  the  mate  to  his  beloved  Republic.  He 
still  hoped  that  the  ship  might  float  till  she  could  be 
beached.  It  was  not  possible;  gradually,  the  Republic 
dropped  lower  and  lower  in  the  sea.  The  captain 
climbed  up  in  the  rigging,  the  mate  leaped  over  the 
taff-rail,  and  both  were  rescued  from  the  sea  as  the  great 
steamship  sank  in  forty -five  fathoms  of  water. 

Questions:  What  does  order  mean?  Give  a  descrip- 
tion of  good  order.  Give  a  description  of  disorder.  Is 
a  football  game  orderly  or  disorderly?  Why?  What 
is  the  value  of  good  order?  What  building  in  the  town 
shows  good  order?  (e.  g.  a  fire-engine  house,  hospital, 
museum).  Why  do  doctors  and  nurses  need  discipline? 
How  do  people  learn  to  control  themselves?  What 
opportunities  are  there  to  practice  self-control? 

JANUARY:  SELF-RELIANCE 
A  MESSAGE  TO  GARCIA* 

BY   ELBERT   HUBBARD 

In  all  this  Cuban  business  there  is  one  man  stands  out 
on  the  horizon  of  my  memory  like  Mars  at  Perihelium. 
When  war  broke  out  between  Spain  and  the  United 
States,  it  became  necessary  to  communicate  quickly 
with  the  leader  of  the  insurgents.    Garcia  was  some- 

>  Abridged. 


pTATK  TfArH 

SEVENTH  YEAR:  PATRIOTISM        201 

where  in  the  mountain  fastnesses  of  Cuba  —  no  one 
knew  where.  No  mail  nor  telegram  could  reach  him. 
The  President  must  secure  his  cooperation  and  quickly. 
What  to  do!  Some  one  said  to  the  President:  "There's 
a  fellow  by  the  name  of  Rowan  will  find  Garcia  for  you 
if  anybody  can." 

Rowan  was  sent  for  and  given  a  letter  to  be  delivered 
to  Garcia.  He  took  the  letter,  sealed  it  up  in  an  oilskin 
pouch,  strapped  it  over  his  heart,  in  four  days  landed 
by  night  off  the  coast  of  Cuba  from  an  open  boat,  dis- 
appeared into  the  jungle,  and  in  three  weeks  came  out 
on  the  other  side  of  the  island,  having  traversed  a  hostile 
country  on  foot  and  delivered  his  letter  to  Garcia. 

McKinley  gave  Rowan  a  letter  to  be  delivered  to 
Garcia.  Rowan  took  the  letter  and  did  not  ask :  "  Where 
is  he  at?"  By  the  eternal,  there  is  a  man  whose  form 
should  be  cast  in  deathless  bronze  and  the  statue  placed 
in  every  college  of  the  land.  It  is  not  book  learning 
young  men  need,  nor  instruction  about  this  and  that, 
but  a  stiffening  of  the  vertebrae  which  will  cause  them 
to  be  loyal  to  a  trust,  to  act  promptly,  concentrate  their 
energies,  do  the  thing  —  carry  a  message  to  Garcia.  .  . . 

The  man  who,  when  given  a  message  to  Garcia, 
quickly  takes  the  missive  without  asking  any  idiotic 
questions,  never  gets  laid  over  nor  has  to  go  on  a  strike 
for  higher  wages.  Anything  such  a  man  asks  shall  be 
granted  —  his  kind  is  so  rare  that  no  employer  can 
afford  to  let  him  go.  He  is  wanted  in  every  office,  shop 
and  store  and  factory.  The  world  cries  out  for  the  man 
who  can  carry  a  message  to  Garcia. 

Questions :  What  qualities  did  Rowan  have?  If  a  man 
has  these  qualities,  is  he  sure  to  be  successful?  Why? 
If  you  had  to  choose  a  captain  of  the  baseball  team, 
what  qualities  would  you  want?  What  faults  hurt  a 
person's  chances  in  life? 

Read:  Whittier's  "Abraham  Davenport." 


202  ETHICS  FOR  CHILDREN 

DOLLY  MADISON  1 

WHO   GUARDED   THE   NATION's   TREASURES 

"Dolly,"  asked  President  Madison  of  his  wife,  "have 
you  the  courage  to  stay  here  till  I  come  back  to-morrow 
or  next  day?" 

"I  am  not  afraid  of  anything  if  only  you  are  not 
harmed  and  our  army  succeeds,"  was  her  reply. 

"Good-by,  then,  take  care  of  yourself,  and  if  any- 
thing happens,  look  out  for  the  Cabinet  papers,"  said 
the  President,  and  rode  away  to  where  the  militia  was 
gathering. 

There  was  good  reason  for  Mrs.  Madison  to  be  anx- 
ious about  her  husband  and  about  the  success  of  the 
Americans.  It  was  now  1814;  America  and  England 
had  been  fighting  for  two  years.  Many  people  thought* 
that  the  President  had  been  wrong  in  resorting  to  war. 
Letters  had  been  sent  him  which  said,  "  If  this  war  does 
not  come  to  an  end  soon,  you  will  be  poisoned."  The 
city  of  Washington,  too,  was  in  great  danger.  Four 
days  earlier  a  messenger  had  ridden  up  at  full  speed 
to  say,  "  Fifty  British  ships  are  anchoring  off  the  Poto- 
mac." Nearly  all  the  men  hurried  to  the  front  to  try 
to  oppose  the  enemy.  People  in  Washington  were  carry- 
ing their  property  away  to  the  country.  Still  the  little 
lady  at  the  White  House  did  not  run  away.  She  had  the 
public  papers  to  guard,  and  she  would  not  go. 

Besides  the  papers,  there  was  another  of  the  nation's 
treasures  in  the  house,  a  fine  portrait  of  George  Wash- 
ington by  the  famous  artist,  Gilbert  Stuart.  The  son  of 
Washington's  stepson  came  to  Mrs.  Madison  to  plan 
for  its  safety.  "Whatever  happens,  that  shall  be  cared 
for,"  she  had  promised  him. 

At  last  a  note  came  to  her  from  the  President.   "The 

*  From  American  Hero  Sloriet,  by  Ev»  March  Tappan  (Houghton  Mifflio  Co.)- 


SEVENTH  YEAR:  PATRIOTISM        203 

enemy  are  stronger  than  we  heard  at  first,"  it  said. 
"They  may  reach  the  city  and  destroy  it.  Be  ready  to 
leave  at  a  moment's  warning." 

Most  of  her  friends  had  already  gone,  but  her  faith- 
ful servants  were  with  her.  "Bring  me  as  many  trunks 
as  my  carriage  will  hold,"  she  ordered;  and  then  she 
set  to  work  to  fill  them  with  the  Declaration  of  Inde- 
pendence and  the  other  papers  that  were  of  value  to  the 
whole  nation. 

Night  came,  but  there  was  no  rest  for  the  lady  of  the 
White  House.  As  soon  as  the  sun  rose,  she  was  at  the 
windows  with  a  spy-glass,  gazing  in  every  direction 
and  hoping  to  catch  a  glimpse  of  her  husband.  All  she 
could  see  was  clouds  of  dust,  here  and  there  a  group 
of  soldiers  wandering  about,  and  little  companies  of 
frightened  women  and  children,  hurrying  to  the  bridge, 
across  the  Potomac.  She  began  to  hear  the  roar  of 
cannon,  and  she  knew  that  a  battle  was  going  on;  still 
the  President  did  not  come.  There  was  nothing  to  do 
but  wait.  It  was  of  no  use  to  pack  the  silver  and  other 
valuables,  for  every  wagon  had  been  seized  long  before, 
and  not  one  was  left  for  even  the  wife  of  the  Presi- 
dent. 

At  three  o'clock  two  men  covered  with  dust  galloped 
up  and  cried,  "You  must  fly,  or  the  house  will  be 
burned  over  your  head." 

"  I  shall  wait  here  for  the  President,"  was  her  reply. 

A  wagon  came  rumbling  along.  Some  good  friends 
had  at  last  succeeded  in  getting  it  for  her.  She  had  it 
filled  with  silver  and  other  valuables.  "Take  them  to 
the  Bank  of  Maryland,"  she  ordered;  but  she  said  to 
herself,  "The  Bank  of  Maryland  or  the  hands  of  the 
British  —  who  knows  which  it  will  be?" 

Two  or  three  friends  came  to  hurry  her  away.  "The 
British  will  bum  the  house,"  they  said.  "They  will 
take  you  prisoner;  they  boast  that  they  will  carry  the 


204  ETHICS  FOR  CHILDREN 

President  and  his  wife  to  England  and  make  a  show  of 
them." 

They  were  almost  lifting  her  to  her  carriage,  when 
she  said,  "Not  yet.  The  picture  of  Washington  shall 
never  fall  into  the  hands  of  the  enemy.  That  must  be 
taken  away  before  I  leave  the  house."  This  picture  was 
in  a  heavy  frame  that  was  firmly  screwed  to  the  wall, 
and  with  what  tools  were  at  hand  it  could  not  easily  be 
loosened.  "Get  an  axe  and  break  the  frame,"  Mrs. 
Madison  bade  her  servants.  This  was  done,  the  canvas 
was  taken  from  the  stretcher,  carefully  rolled  up,  and 
sent  to  a  safe  place.  Then  the  carriage  with  Mrs. 
Madison  was  driven  rapidly  away. 

She  left  the  house  none  too  soon,  for  the  British  were 
upon  the  city.  They  broke  into  the  White  House. 
They  stole  what  they  could  carry  off  with  them,  and 
set  fire  to  the  rest.  They  fired  the  navy  yard,  the 
Treasury  building,  the  public  libraries,  and  the  new 
Capitol. 

At  night  a  fearful  tempest  swept  over  the  city. 
Trees  were  blown  down  and  houses  were  unroofed. 
When  the  storm  burst,  Mrs.  Madison  was  pleading  for 
shelter  at  a  little  tavern  sixteen  miles  from  Washington. 
She  had  seen  the  President,  and  he  had  told  her  to  meet 
him  at  this  place.  The  house  was  full  of  people  who  had 
fled  from  the  city.  "Stay  out,"  they  cried.  "Your 
husband  brought  on  this  war,  and  his  wife  shall  have 
no  shelter  in  the  same  house  with  us."  At  last,  however, 
they  let  her  in.  The  President  found  his  way  to  her 
later,  almost  exhausted;  but  before  he  had  had  an  hour 
of  rest,  a  man  threw  open  the  door,  so  out  of  breath 
that  he  could  only  gasp,  "The  British  —  they  know 
you  are  here  —  fly ! "  Mrs.  Madison  begged  him  to  go, 
and  finally  he  yielded  and  escaped  to  a  little  hut  in  the 
woods  where  he  could  be  safe.  "I  will  disguise  myself 
and  go  to  some  safer  place,"  she  promised;  and  in  the 


SEVENTH  YEAR:  PATRIOTISM        205 

first  gray  of  the  morning  she  left  the  tavern.  On  the 
way  she  heard  the  best  of  news:  "The  British  heard 
that  reinforcements  were  coming  and  they  have  gone 
to  their  ships."  Then  she  turned  around  and  drove 
toward  the  city;  but  when  she  came  to  the  bridge  over 
the  Potomac,  it  was  afire.  An  American  officer  stood 
by.  "Will  you  row  me  across  the  river?"  she  begged, 
for  a  little  boat  was  moored  to  the  bank.  "No,"  he 
replied,  "we  don't  let  strange  women  into  the  city." 
In  vain  she  pleaded,  but  he  was  firm.  "Who  knows 
what  you  are?"  he  demanded  roughly.  "We  have  had 
spies  enough  here.  How  do  I  know  but  the  British  have 
sent  you  to  burn  what  they  left?  You  will  not  cross  the 
river, — that  is  sure." 

"But  I  am  Mrs.  Madison,  the  wife  of  your  President," 
she  said,  and  threw  off  her  disguise. 

Even  then  he  could  hardly  be  persuaded  to  row  her 
across,  but  finally  he  yielded.  Through  clouds  of  smoke 
she  made  her  way  past  heaps  of  smouldering  ruins  to  the 
home  of  her  sister,  where  she  awaited  the  coming  of  the 
President. 

Such  were  five  days  in  the  life  of  a  "first  lady  of  the 
land." 

FEBRUARY:  JUSTICE  AND  FAIR- 
MINDEDNESS 

Read: 

ABRAHAM  LINCOLN » 

BY   TOM   TAYLOR 

You  lay  a  wreath  on  murdered  Lincoln's  bier. 
You,  who  with  mocking  pencil  wont  to  trace, 
Broad,  for  the  self-complacent  British  sneer, 
His  length  of  shambling  limb,  his  furrowed  face. 

1  Written  at  the  time  of  Lincoln's  assassination,  for  the  London  Punek 


206  ETHICS  FOR  CHILDREN 

You,  whose  smart  pen  backed  up  the  pencil's  laugh. 
Judging  each  step  as  though  the  way  were  plain; 
Reckless,  so  it  could  point  its  paragraph, 
Of  chief's  perplexity  or  people's  pain. 

Yes,  he  has  lived  to  shame  me  from  my  sneer. 
To  lame  my  pencil  and  confute  my  pen; 
To  make  me  own  this  hind  of  princes  peer  — , 
This  rail-splitter  a  true-born  king  of  men. 

My  shallow  judgment  I  had  learnt  to  rue. 

Noting  how  to  occasion's  height  he  rose; 

How  his  quaint  wit  made  home-truth  seem  more  true^ 

How,  iron-like,  his  temper  grew  by  blows. 

How  humble,  yet  how  hopeful  he  could  be; 
How,  in  good  fortune  and  in  ill  the  same; 
Nor  bitter  in  success  nor  boastful  he. 
Thirsty  for  gold  nor  feverish  for  fame. 

He  went  about  his  work  —  such  work  as  few 
Ever  had  laid  on  head  and  heart  and  hand. 
As  one  who  knows,  where  there's  a  task  to  do, 
Man's  honest  will  must  heaven's  good  grace  command 

Who  trusts  the  strength  will  with  the  burden  grow. 
That  God  makes  instruments  to  work  his  will, 
If  but  that  will  we  can  arrive  to  know. 
Nor  tamper  with  the  weights  of  good  and  ill. 

The  words  of  mercy  were  upon  his  lips. 
Forgiveness  in  his  heart  and  on  his  pen 
When  the  vile  murderer  brought  swift  eclipse 
To  thought  of  peace  on  earth,  good  will  to  men. 

Vile  hand  that  branded  murder  on  a  strife, 
Whate'er  the  grounds,  stoutly  and  nobly  striven. 
And  with  the  martyr's  crown  crownest  a  life 
With  much  to  praise,  little  to  be  forgiven.^ 


SEVENTH  YEAR:  PATRIOTISM        207 

Draw  attention  to  the  repentance  that  Tom  Taylor, 
the  well-known  contributor  to  Punch,  felt  for  his  for- 
mer misjudgment  of  Lincoln. 

Questions:  What  do  you  mean  by  prejudice?  Give 
an  example.  Ought  one  ever  to  have  any  prejudices? 
Why,  or  why  not?  Is  it  possible  to  be  loyal  to  our  family 
or  to  our  country  and  yet  be  willing  to  admit  that  others 
are  greater?  If  you  see  a  poor  woman  with  a  torn  skirt 
walking  with  two  children  whose  faces  are  dirty,  and 
whose  boot  buttons  are  off,  can  you  be  sure  that  she  is 
slovenly?  Why  or  why  not? 

Learn:  "We  ought  at  least  to  do  a  man  as  much  jus- 
tice as  a  picture,  and  put  him  in  a  good  light."  Emer- 
son. 

Discuss  the  meaning  of  Emerson's  words.  Is  it  ever 
right  to  speak  against  a  comrade  when  he  cannot  de- 
fend himself?  Did  Lincoln  condemn  any  of  his  country- 
men? Why  is  the  man  who  speaks  well  of  his  friends 
popular? 

Learn  the  "Gettysburg  Speech,"  by  Lincoln.^ 

Learn:  II  Samuel,  Chap,  xxiii,  verses  1,  and  3  to  5. 

"These  are  the  last  words  of  David,  the  anointed 
of  God,  the  sweet  Psalmist  of  Israel." 

"He  that  ruleth  over  men  must  be  just,  ruling  in 
the  fear  of  God.  And  he  shall  be  as  the  light  of  the 
morning  when  the  sun  riseth,  even  as  a  morning  with- 
out clouds;  as  the  tender  grass  springing  out  of  the 
earth  by  clear  shining  after  rain." 

I  In  Riverside  Literature  Series. 


«08  ETHICS  FOR  CHILDREN 

Learn :  February  12 : 

THE  DEATH  OF  LINCOLN* 

BY   WILLIAM   CULLEN  BRYANT 

Oh,  slow  to  smite  and  swift  to  spare. 

Gentle  and  merciful  and  just! 
Who,  in  the  fear  of  God,  didst  bear 

The  sword  of  power,  a  nation's  trust! 

Thy  task  is  done;  the  bond  are  free: 
We  bear  thee  to  an  honored  grave. 

Whose  proudest  monument  shall  be 
The  broken  fetters  of  the  slave. 

Pure  was  thy  life;  its  bloody  close 

Hath  placed  thee  with  the  sons  of  light. 

Among  the  noble  host  of  those 

Who  perished  in  the  cause  of  Right. 

These  are  some  of  George  Washington's  "Rules  of 
Conduct,"  ^  which  were  found  among  his  private  papers 
after  his  death.  Let  the  class  discuss  their  value.  Which 
is  the  most  important?  Why?  Which  is  most  diflScult 
to  follow?  Why?  Give  examples  of  each  one  of  the 
rules. 

"  When  a  man  does  all  he  can,  though  it  succeeds  not 
well,  blame  not  him  that  did  it. 

**It  is  better  to  be  alone  than  in  bad  company. 

"Think  before  you  speak;  pronounce  not  imperfectly, 
nor  bring  out  your  words  too  hastily,  but  orderly  and 
distinctly. 

I  In  Chief  American  Poett,  edited  by  Curtis  Hidden  Page  (Houghton  MifBia 
Co.). 
*  Sea  Washington's  Rule*  of  Conduct,  etc..  Riverside  Literature  Series. 


SEVENTH  YEAR:  PATRIOTISM        209 

"Undertake  not  what  you  cannot  perform,  but  be 
careful  to  keep  your  promise. 

"Every  action  in  company  ought  to  be  with  some 
sign  of  respect  to  those  present. 

"Speak  not  evil  of  the  absent,  for  it  is  unjust. 

"  In  the  presence  of  others,  sing  not  to  yourself  with 
a  humming  noise,  nor  drum  with  your  fingers  or  feet. 

"Labor  to  keep  alive  in  your  breast  that  little  spark 
of  celestial  fire  called  conscience." 

MARCH:  TAKING  RESPONSIBILITY 

Learn:  King  Henry's  speech  before  the  battle  of 
Agincourt,  beginning,  "He  that  outlives  this  day  and 
comes  safe  home,"  in  Shakespeare's  King  Henry  V, 
Act  IV,  Scene  3. 

Learn  from  Longfellow's  "Building  of  the  Ship" 
the  last  stanza,  beginning: 

Thou,  too,  sail  on,  O  Ship  of  State! 
Sail  on,  O  Union,  strong  and  great. 

Excellent  extracts  to  read  and  discuss  will  be  found 
in  the  section  on  Enterprise  and  Courage  in  William 

DeWitt  Hyde's  School  Speaker  and  Reader. 

• 

THE  PATRIOTISM  OF  SENATOR  FOELKER 

The  race-track  bills  signed  by  Governor  Hughes  in 
1908  prohibited  betting  on  the  race-track.  The  tie 
vote  in  favor  of  these  excellent  bills  was  cast  by  Senator 
Foelker,  who  came  to  the  Senate  chamber  at  Albany 
from  his  sick-bed  and  at  the  risk  of  his  life.  Ill  or  not. 
Senator  Foelker  had  made  up  his  mind  that  he  would 


210  ETHICS  FOR  CHILDREN 

vote.  The  question  was  important  for  the  welfare  of  his 
State,  and  he  knew  that  the  vote  would  be  a  close  one. 

Senator  Foelker  had  a  night  of  anxiety  and  restless- 
ness that  was  poor  preparation  for  the  duty  before  him. 
While  he  was  supposed  to  be  resting,  with  his  physician 
in  attendance  at  his  bedside  every  moment,  he  worried 
about  getting  back  to  the  Capitol  and  voting  for  the 
race-track  bills.  Several  times  Dr.  Murphy  thought 
that  he  would  have  to  call  for  assistance,  fearing  that 
the  Senator  would  take  a  sudden  turn  for  the  worse; 
but  toward  daylight  he  fell  asleep. 

"Is  it  getting  near  time  to  go?"  asked  Senator 
Foelker,  when  he  awoke.  The  birds  were  singing  in  the 
trees  outside  and  wagons  were  rumbling  in  the  street. 
Dr.  Murphy  smiled.  "No,  no.  It's  only  six  o'clock," 
he  replied  soothingly;  "you  have  still  lots  of  time  to 
sleep." 

But  the  Senator  could  sleep  no  more.  He  feared  that 
he  might  not  be  in  the  Senate  when  the  bills  came  up 
for  voting.  About  nine  o'clock  he  managed  to  choke 
down  a  little  nourishment,  and  soon  afterward  Dr. 
Murphy  issued  this  bulletin: 

"I  think  now  that  Senator  Foelker  will  be  able  to 
go  to  the  Senate.  But  I  cannot  say  positively.  I  shall 
not  know  until  we  get  word  that  his  vote  is  at  the  point 
of  being  actually  needed.  The  Senator's  pulse  is  very 
weak,  and  I  still  regard  him  as  a  very  sick  man.  His 
head  is  clear,  though,  this  morning.  Nothing  is  the 
matter  with  that." 

At  noon  Canon  Chase  and  Assemblyman  Surpless 
of  Brooklyn  were  admitted  to  the  Senator's  room. 

"It  is  time  to  go,"  said  Canon  Chase.  They  led  the 
sick  man  down  and  assisted  him  into  the  carriage.  The 
horses  were  walked  to  the  Capitol,  and  when  Canon 
Chase,  Dr.  Murphy,  Assemblyman  Surpless,  and  the 
sick  man  left  the  carriage,  the  driver  was  told  to  wait. 


SEVENTH  YEAR:  PATRIOTISM         211 

The  Senator  limped  between  his  physician  and  the 
Canon. 

His  face  was  pale  and  beads  of  sweat  stood  upon  his 
forehead.  Never  once  did  he  raise  his  head  as  they  half 
carried  him  across  the  pavement  and  into  the  Capitol 
Building.  He  walked  in  a  bewildered  manner  to  the 
elevator,  where  he  was  placed  in  a  chair.  Gently  the 
elevator  was  run  to  the  third  floor.  Still  leaning  on  the 
arm  of  his  physician,  Senator  Foelker  made  his  way  into 
the  Senate  Chamber,  and  sank  into  a  seat. 

Meanwhile  no  one  knew  whether  or  not  Senator 
Foelker  would  be  on  hand  to  vote  until  he  actually 
appeared  in  the  Senate  Chamber.  When  the  hour  of 
noon  arrived,  after  nearly  two  hours'  discussion  of  the 
bills,  the  opposition  Senators,  seeing  that  Foelker  had 
not  arrived,  began  to  clamor  for  a  final  roll  call. 

At  this  very  moment  Senator  Foelker  was  escorted 
into  the  Senate  Chamber.  The  spectators  in  the  gal- 
leries and  on  the  Senate  floor  applauded  loudly.  Dis- 
appointment was  plainly  evident  in  the  faces  of  the 
Senators  of  the  opposition.  For  a  moment  after  the 
applause  had  been  suppressed,  silence  hung  heavily 
over  the  Senate  Chamber.  Then  followed  a  buzz  of 
excitement  in  the  galleries  and  in  the  space  on  the  floor 
set  aside  for  spectators,  which  was  jammed.  Lieut. 
Governor  Chanler  let  his  gavel  descend  heavily  on  the 
desk  in  front  of  him,  and  enforced  silence. 

It  was  plain  that  every  moment  Senator  Foelker 
spent  in  the  Senate  Chamber  added  to  his  weakness. 
Senator  Grady  spoke  to  his  amendment  for  five  full 
minutes,  and  would  have  spoken  longer  had  not  Sen- 
ator Raines  insisted  that  the  agreement  of  last  night, 
whereby  speeches  on  roll  call  should  be  limited  to  five 
minutes,  must  be  observed.  Lieut.  Governor  Chanler, 
who  was  keenly  alive  to  the  suffering  Foelker  was 
undergoing,  timed  the  speakers  almost  to  the  second. 


£12  ETHICS  FOR  CHILDREN 

In  every  instance  when  a  Senator  who  happened  to 
have  the  floor  insisted  that  his  time  had  not  expired 
Chanler  ruled  against  him. 

By  this  time  it  was  apparent  to  every  one  in  the  Sen- 
ate Chamber  that  the  strain  and  excitement  were  be- 
ginning to  tell  on  Senator  Foelker.  Time  and  again  he 
passed  his  hand  over  his  forehead.  He  leaned  back  in 
his  chair  wearily.  Agnew  passed  up  and  down  in  the 
Senate  Chamber,  watch  in  hand,  timing  the  speakers 
of  the  opposition  who  were  trying  to  drag  out  proceed- 
ings in  the  hope  that  the  Senator  would  collapse  before 
he  could  cast  his  vote. 

A  number  of  the  Senators  opposing  the  bills  de- 
manded an  opportunity  to  explain  their  vote.  Senator 
Cohalan  in  explaining  his  vote  had  begun  a  vicious 
attack  on  Governor  Hughes,  which  was  cut  off  in  the 
middle  by  the  announcement  from  the  Chair  that  his 
time  had  expired. 

"Then  I  ask  for  an  extension  of  time,"  said  Cohalan. 

Senator  Agnew  objected,  and  then  went  over  to  the 
seat  of  Senator  Raines. 

"Foelker  is  on  the  point  of  fainting,  he  cannot  stand 
this  much  longer,"  whispered  Agnew.  Raines  walked 
out  into  the  middle  aisle. 

"Under  ordinary  circumstances,  every  Senator  on 
the  floor  would  be  glad  to  extend  that  courtesy,"  he 
said.  "But  in  this  instance  it  is  my  humane  duty  to 
hold  the  Senator  to  the  five-minute  limit." 

It  was  agreed  that  on  the  final  roll  call  Senator 
Foelker  should  be  permitted  to  vote  after  all  the  other 
Senators  had  voted. 

There  was  much  surprise  when  his  name  was  reached 
at  hearing  his  "Aye"  ring  out  strong  and  clear  through 
the  Senate  Chamber.  Every  eye  turned  toward  him. 
There  stood  Foelker  at  the  door  with  no  one  to  support 
him.     - 


SEVENTH  YEAR:  PATRIOTISM         213 

The  vote  on  the  second  bill  resulted  as  did  the  first, 
26  for  and  25  against. 

Immediately  after  he  had  voted  Senator  Foelker 
withdrew.  The  weight  of  responsibility  which  had 
borne  down  upon  him  until  freed  by  the  last  "Aye"  had 
passed.  There  was  a  trace  of  sprightliness  in  his  step 
as  he  walked  between  his  physician  and  the  Canon  to 
the  carriage.  The  paleness  had  left  his  cheeks;  his  eyes, 
too,  which  had  seemed  lustreless  and  fixed,  while  he  had 
sat  there  waiting  for  his  name  to  be  called,  were  now 
bright. 

On  the  way  down  in  the  elevator  Dr.  Murphy  asked 
how  his  patient  felt. 

"I  am  glad  it  is  all  over,"  said  the  Senator.  "I  can 
get  well  now.   I  feel  better  already,  much  better." 

Canon  Chase  had  words  of  praise  for  the  Senator, 
but  Mr.  Foelker  pushed  them  aside. 

"I  did  my  duty,  that's  all,"  he  said. 

Back  to  the  house  drove  the  carriage,  and  Senator 
Foelker  was  put  to  bed.  Dr.  Murphy  ran  downstairs 
and  called  up  Mrs.  Foelker  on  the  telephone. 

"The  racing  bills  have  been  won,"  he  said  when  he 
heard  her  voice  at  the  other  end  of  the  wire  in  Staats- 
burg. 

"But  how  is  he?  How  is  my  husband?"  asked  the 
Senator's  wife,  with  a  note  of  anxious  fear  in  her  voice. 

"Oh,  he's  doing  nicely,"  replied  the  doctor.  "He  has 
stood  the  ordeal  better  than  I  thought.  We  will  bring 
him  back  to  you  to-morrow  and  he  will  soon  be  well 
again." 

There  came  a  fervent  exclamation  over  the  wire  — 
"Thank  God!" 

Governor  Hughes  thoroughly  appreciated  the  fact 
that  nothing  but  the  willing  sacrifice  of  the  Brooklyn 
Senator  had  saved  the  day  for  his  reforms.  After  the 
bills  had  been  passed,  he  said  to  a  correspondent  of  the 


214  ETHICS  FOR  CHILDREN 

New   York   Times,  in  discussing  the  act  of  Senator 
Foelker : 

"That's  the  kind  of  conduct  for  which  they  give  the 
Victoria  Cross  on  the  field  of  battle.  Senator  Foelker 
has  earned  the  gratitude  of  his  fellow-citizens.  The 
passage  of  these  bills  will  act  as  a  tonic  on  all  the  people 
in  this  state  and  nation  who  are  believers  in  law  and 
order  and  the  sanctity  of  the  Constitution." 


APRIL:  LOYALTY 

If  the  class  is  studying  colonial  history,  let  the  topic 
of  loyalty  centre  round  the  devoted  lives  of  the  early 
settlers,  men  and  women  both,  with  a  special  accent 
on  the  Battle  of  Lexington,  for  April  19. 

Read:  "The  First  Day  of  the  Revolution,"  by  Eva 
M.  Tappan,  in  American  Hero  Stories. 

Read:  "The  Opening  Battle  of  the  Revolution," 
by  George  William  Curtis,  in  The  Book  of  Patriotismt 
vol.  xviii  of  Young  Folks'  Library,  edited  by  T.  B. 
Aldrich  (Hall  &  Locke,  Boston). 

Learn:  "Paul  Revere's  Ride,"  by  Henry  W.  Long' 
fellow. 

Read:  "The  Meaning  of  our  Flag,"  by  Henry  Ward 
Beecher,  and  "The  Hero  of  the  Furnace  Room,"  in 
Hyde's  School  Speaker  and  Reader. 

Repeat  the  story  of  Arnold  von  Winkelreid. 

Read:  "The  Last  Lesson,"  by  Alphonse  Daudet,  in 
Bryant's  How  to  Tell  Stories  to  Children. 


SEVENTH  YEAR:  PATRIOTISM        215 
JIM  BLUDSO» 

BY   JOHN  HAY 

Wall,  no!  I  can't  tell  whar  he  lives. 

Because  he  don't  live,  you  see; 
Leastways,  he's  got  out  of  the  habit 

Of  livin'  like  you  and  me. 
Whar  have  you  been  for  the  last  three  year 

That  you  have  n't  heard  folks  tell 
How  Jimmy  Bludso  passed  in  his  checks 

The  night  of  the  Prairie  Belle? 

He  were  n't  no  saint  —  them  engineers 

Is  all  pretty  much  alike, — 
One  wife  in  Natchez-under-the-Hill 

And  another  one  here,  in  Pike; 
A  keerless  man  in  his  talk  was  Jim, 

And  an  awkward  hand  in  a  row. 
But  he  never  flunked,  and  he  never  lied, — • 

I  reckon  he  never  knowed  how. 

And  this  was  all  the  religion  he  had, — 

To  treat  his  engine  well; 
Never  be  passed  on  the  river 

To  mind  the  pilot's  bell; 
And  if  ever  the  Prairie  Belle  took  fire, — 

A  thousand  times  he  swore. 
He'd  hold  her  nozzle  agin  the  bank 

Till  the  last  soul  got  ashore. 

All  boats  has  their  day  on  the  Mississip, 

And  her  day  come  at  last,  — 
The  Movastar  was  a  better  boat. 

But  the  Belle  she  would  n't  be  passed. 

>  Poems  by  John  Hay  (Houghton  Mifflin  G>.). 


216  ETHICS  FOR  CHILDREN 

And  so  she  come  tearin'  along  that  night — 

The  oldest  craft  on  the  line  — 
With  a  nigger  squat  on  her  safety  valve. 

And  her  furnace  crammed,  rosin  and  pine. 

The  fire  bust  out  as  she  clared  the  bar. 

And  burnt  a  hole  in  the  night. 
And  quick  as  a  flash  she  turned,  and  made 

For  that  wilier-bank  on  the  right. 
There  was  runnin'  and  cursin',  but  Jim  yelled  out. 

Over  all  the  infernal  roar, 
"I'll  hold  her  nozzle  agin  the  bank 

Till  the  last  galoot 's  ashore." 

Through  the  hot,  black  breath  of  the  bumin*  boat 

Jim  Bludso's  voice  was  heard. 
And  they  all  had  trust  in  his  cussedness, 

And  knowed  he  would  keep  his  word. 
And,  sure's  you're  bom,  they  all  got  ofiE 

Afore  the  smokestack  fell, — 
And  Bludso's  ghost  went  up  alone 

In  the  smoke  of  the  Prairie  Belle. 

He  were  n't  no  saint  —  but  at  jedgment 

I  'd  run  my  chance  with  Jim, 
'Longside  of  some  pious  gentlemen 

That  would  n't  shook  hands  with  him. 
He  seen  his  duty,  a  dead-sure  thing, — 

And  went  fer  it  thar  and  then; 
And  Christ  ain't  a  going  to  be  too  hard 

On  a  man  that  died  for  men. 

MAY:  HOW  WE  CAN  HELP  OUR  TOWN 

Excellent  material  for  this  month's  work  may  be 
found  in  Richman  and  Wallach's  Good  Citizenship,  es^ 
pecially  in  the  chapters  on  "How  the  Citizens  can  help 


SEVENTH  YEAR:  PATRIOTISM        217 

the  Police"  and  "How  the  Citizens  can  help  the  Fire 
Department."  "Some  True  Hero  Stories"  will  add  to 
the  interest. 

Gulick's  Town  and  City  (Ginn  and  Co.)  is  also  ad- 
mirable. Both  books  are  well  illustrated,  as  is  also  a 
book  of  a  somewhat  less  advanced  character,  —  Mabel 
Hill's  Junior  Citizens  (Ginn  and  Co.). 

Read:  "Fires,"  in  Gulick's  Town  and  City. 

Learn  for  Memorial  Day:  "The  Blue  and  the  Gray," 
by  Francis  M.  Finch. 

A  SOLDIER'S  SPEECH  FOR  MEMORIAL  DAY* 

Let  me  say  here  that  the  war  was  not  boy's  play. 
No  men  of  any  country  ever  displayed  more  intelligence, 
devotion,  energy,  brilliancy,  fortitude,  in  any  cause 
than  did  our  Southern  brothers.  Hunger,  cold,  sickness, 
wounds,  captivity,  hard  work,  hard  blows,  —  all  these 
were  their  portion  and  ours.  Look  at  the  records  of 
other  wars  and  you'll  nowhere  find  examples  of  more 
courage  in  marching  and  fighting,  or  greater  losses  in 
camp  and  battle,  than  each  side  showed.  We  won 
because  we  had  more  substitutes  and  more  supplies; 
and  also  from  the  force  of  a  larger  patriotism  on  our 
side.  We  wore  them  out.  Let  me  tell  you  of  just  one 
case.  A  friend  and  comrade,  leading  his  regiment  in  the 
last  days  of  the  war  into  Richmond,  picked  up  a  volun- 
tary prisoner,  and  this  is  the  conversation  between 
them: 

"Why  did  you  come  in?" 

"Well,  me  and  the  lieutenant  was  all  there  was  left 
of  the  regiment,  and  yesterday  the  lieutenant  was  shot, 
and  so  I  thought  I  might  as  well  come  in." 

It  was  not  boy's  play;  and  to-day  these  Southern 

>  These  extracts  are  used  by  permission  of  the  author. 


218  ETHICS  FOR  CHILDREN 

brothers  are  as  cordial  and  as  kindly  to  us  as  men  can 
be,  as  I  have  found  by  experience. 

Now,  what  do  the  lives  of  our  friends  teach  us? 
Surely  the  beauty  and  the  holiness  of  work  and  of  utter, 
unselfish,  thoughtful  devotion  to  the  right  cause,  to  our 
country,  and  to  mankind.  It  is  well  for  us  all,  for  you 
and  for  the  boys  of  future  days,  to  remember  such 
deeds  and  such  lives  and  to  ponder  on  them.  It  will 
help  to  make  you  full-grown,  well-developed  men,  able 
and  ready  to  do  good  work  of  all  kinds,  —  steadfastly, 
devotedly,  thoughtfully;  and  it  will  remind  you  of  the 
reason  for  living,  and  of  your  own  duties  as  men  and 
citizens  of  the  republic. 

On  you,  and  such  as  you,  rests  the  burden  of  carry- 
ing on  this  country  in  the  best  way.  .  .  .  Everywhere 
we  see  the  signs  of  ferment,  —  questions  social,  moral, 
mental,  physical,  economical.  The  pot  is  boiling  hard 
and  you  must  tend  it,  or  it  will  run  over  and  scald  the 
world.  For  us  came  the  great  questions  of  slavery  and 
of  national  integrity,  and  they  were  not  hard  to  answer. 
Your  task  is  more  difficult,  and  yet  you  must  fulfill  it. 
Do  not  hope  that  things  will  take  care  of  themselves, 
or  that  the  old  state  of  affairs  will  come  back.  The 
world  on  all  sides  is  moving  fast,  and  you  have  only 
to  accept  this  fact,  making  the  best  of  everything,  — 
helping,  sympathizing,  and  so  guiding  and  restraining 
others,  who  have  less  education,  perhaps,  than  you. 
Do  not  hold  off  from  them;  but  go  straight  on  with 
them,  side  by  side,  learning  from  them  and  teaching 
them.  It  is  our  national  theory  and  the  theory  of  the 
day,  and  we  have  accepted  it,  and  must  live  by  it, 
until  the  whole  world  is  better  and  wiser  than  now. 
You  must  in  honor  live  by  work,  whether  you  need 
bread  or  not,  and  presently  you  will  enjoy  the  labor. 
Remember  that  the  idle  and  indifferent  are  the  danger- 
ous classes  of  the  community.   Not  one  of  you  would 


SEVENTH  YEAR:  PATRIOTISM        219 

be  here  and  would  receive  all  that  is  given  to  you,  unless 
many  other  men  and  women  had  worked  hard  for  you. 
Do  not  too  readily  think  that  you  have  done  enough 
simply  because  you  have  accomplished  something. 
There  is  no  enough,  so  long  as  you  can  better  the  lives 
of  your  fellow-beings.  Your  success  in  life  depends  not 
on  talents,  but  on  will.  Surely,  genius  is  the  power  of 
working  hard,  and  long  and  well. 

AMERICA,  THE  BEAUTIFUL  ^ 

BY  KATHARINE   LEE   BATES 

O  beautiful  for  spacious  skies, 

For  amber  waves  of  grain. 
For  purple  mountain  majesties 

Above  the  fruited  plain! 
America!  America! 

God  shed  his  grace  on  thee. 
And  crown  thy  good  with  brotherhood 

From  sea  to  shining  sea! 

O  beautiful  for  pilgrim  feet. 

Whose  stern  impassioned  stress 
A  thoroughfare  for  freedom  beat 

Across  the  wilderness ! 
America!  America! 

God  mend  thine  every  flaw. 
Confirm  thy  soul  in  self-control. 

Thy  liberty  in  law! 

O  beautiful  for  glorious  tale 

Of  liberating  strife. 
When  valiantly,  for  man's  avail. 

Men  lavished  precious  life! 

•  Copyright  by  The  Pilgrim  FretM. 


S20  ETHICS  FOR  CHILDREN 

America!  America! 
May  God  thy  gold  refine. 
Till  all  success  be  nobleness. 
And  every  gain  divine! 

O  beautiful  for  patriot  dream 

That  sees  beyond  the  years 
Thine  alabaster  cities  gleam 

Undimmed  by  human  tears! 
America!  America! 

God  shed  his  grace  on  thee, 
And  crown  thy  good  with  brotherhood 

From  sea  to  shining  sea! 

Learn  this  extract  from  Daniel  Webster's  "Bunker 
Hill  Oration:  " 

"  There  remains  to  us  a  great  duty  of  defence  and 
preservation;  and  there  is  opened  to  us,  also,  a  noble 
pursuit,  to  which  the  spirit  of  the  times  strongly  invites 
us.  Our  proper  business  is  improvement.  .  .  .  Let  our 
conceptions  be  enlarged  to  the  circle  of  our  duties.  .  .  . 
Let  our  object  be,  Our  Country,  Our  Whole  Coun- 
try, AND  Nothing  But  Our  Country.** 


EIGHTH  YEAR 

ETHICAL  CENTRE:  CHOOSING  A 
CALLING 

INTRODUCTION 

The  question :  "  What  are  you  going  to  do  when  you 
are  grown  up?  "  is  discussed  among  children  at  an  early 
age  and  has  a  perennial  interest.  In  its  largest  outlook 
the  question  means:  What  is  your  life  going  to  stand 
for;  how  are  you  going  to  take  your  part  in  a  world 
that  needs  the  help  of  every  one?  There  is  no  question 
more  important.  Of  course,  the  boys  and  girls  them- 
selves are  not  facing  this  fullest  meaning,  but  their 
faces  are  turned  toward  that  light  of  the  rising  sun,  and 
the  teacher  can  see  the  reflected  glory  in  their  eager  eyes. 

Many  children  will  leave  school  at  the  end  of  Grade 
VIII;  we  can  help  them  to  carry  with  them  the  great 
and  guiding  conceptions  of  the  power  of  a  living  inter- 
est to  reform  character,  of  the  sacredness  of  work,  of 
the  significance  of  time,  of  our  dependence  on  one  an- 
other, and  of  the  need  of  finding  and  making  our  special 
contribution  to  our  country. 

SEPTEMBER:  THE  VALUE  OF 
INTERESTS 

Give  an  account  of  the  life  of  Ulysses  S.  Grant.  Bring 
out  the  fact  that  when  his  full  interest  and  devotion 


222  ETHICS  FOR  CHILDREN 

were  roused  by  the  call  of  his  country,  he  became  a  great 
man  instead  of  an  unsuccessful  and  restless  one. 

Owen  Wister's  short  life  of  Ulysses  S.  Grant  gives 
with  extraordinary  vividness  a  flash-light  picture  of 
the  change  in  his  life  due  to  his  active  interest  in  the 
campaigns  of  the  Civil  War. 

Read  the  story  of  the  conversion  of  St.  Paul  (Acts, 
Chap,  ix,  verses  1  to  31). 

Bring  out  the  wonderful  and  lasting  change  in  the 
life  of  St.  Paul,  due  to  the  revelation  of  God's  mission 
for  him. 

Discuss  the  change  in  the  character  of  Prince  Hal, 
when  he  became  Henry  the  Fifth. 

SIR  HUMPHRY  DAVY 

BORN  1778,  DIED  1829 

Sir  Humphry  Davy  became  one  of  the  greatest  of 
English  chemists,  although  as  a  boy  in  school,  he  was 
apt  to  be  idle  and  got  low  marks.  He  had  not  yet  found 
what  school  was  for,  and  how  he  would  need  the  help 
of  education  when  he  wanted  to  do  any  good  work. 
He  was  very  popular,  both  because  he  could  tell  re- 
markable stories,  and  because  in  his  leisure  time  he 
experimented  with  gunpowder,  making  (to  the  delight 
of  his  comrades)  what  he  called  "thunder-crackers." 

When  he  was  sixteen  years  old,  his  father  died  and 
his  mother  was  left  with  five  children  to  support,  of 
whom  Humphry  was  the  eldest.  Realizing  her  loss  and 
her  anxiety,  he  told  her  not  to  worry,  for  he  would  do 
all  he  could  to  help  his  brothers  and  sisters.  So  he  set 
out  to  get  work,  and  his  first  position  was  as  an  appren- 
tice to  an  apothecary.  But  here  he  could  not  refrain 
^rom  making  chemical  experiments  on  his  own  account* 


EIGHTH  YEAR:  CHOOSING  A  CALLING    223 

and  the  apothecary  soon  declared  that  he  was  a  trouble- 
some fellow  and  that  he  would  be  glad  to  get  rid  of  him. 
The  chemical  experiments  proved  of  real  interest,  how- 
ever; they  attracted  attention  to  Humphry  as  a  young 
man  of  unusual  ability,  and  he  was  rapidly  advanced. 

In  a  short  time,  he  had  a  chance  to  publish  the  results 
of  his  experiments,  and  at  twenty-four  years  of  age  he 
was  made  a  professor  of  chemistry.  He  became  a  suc- 
cessful lecturer,  and  before  long  his  important  chemi- 
cal discoveries  had  made  him  a  famous  man.  He  was 
knighted  in  1812,  and  became  a  baronet  in  1818. 

One  of  his  most  important  inventions  was  a  safety- 
lamp  to  be  used  in  the  mines.  Of  course,  miners  had  to 
carry  lamps  in  order  to  find  their  way  and  work  in  the 
dark  mines.  Yet,  with  an  ordinary  lamp,  there  was 
danger  at  any  time  of  an  explosion  from  what  is  called 
fire-damp,  generated  in  the  mines. 

There  had  been  a  terrible  explosion  in  one  of  the 
mines  in  England  in  1812,  and  a  himdred  men  had 
been  killed.  Davy  felt  called  to  find  a  way  of  making 
the  work  less  dangerous  by  inventing  a  safety-lamp. 
After  many  experiments,  he  discovered  that  if  a  candle 
or  lamp  is  wrapped  in  wire  gauze  with  meshes  only 
one  twenty -secondth  of  an  inch  in  diameter,  the  danger 
of  an  explosion  is  minimized.  The  fire-damp,  which  is 
a  gas,  can  not  pass  through  the  wire  net.  The  miners 
can  have  light  without  danger. 

When  the  lamp  was  ready,  a  friend  of  Davy's,  who 
was  a  clergyman,  offered  to  be  the  first  to  enter  the  mine 
with  it.  Down  he  went  into  the  dark  with  the  glowing 
lamp.  Not  a  sound  of  explosion  was  heard,  though  the 
air  was  full  of  gas.  A  miner  working  at  some  distance 
from  the  rector  saw  the  light  coming'  and  was  terrified. 
"Put  it  out!  Put  it  out!"  he  exclaimed.  Then,  to  his 
amazement,  he  saw  that  there  was  no  sign  of  danger. 
A  safety-lamp  was  secured  for  all  time. 


224  ETHICS  FOR  CHILDREN 

The  lamp  was  improved  and  offered  to  the  mine- 
owners,  who  welcomed  it  eagerly.  Humphry  Davy 
refused  to  patent  his  invention,  for  he  said:  "My  only 
object  is  to  serve  humanity,  and  if  I  have  done  that,  it  is 
a  sufficient  reward." 

When  he  was  only  an  apprentice  to  the  apothecary 
he  had  written:  "I  have  neither  riches  nor  birth  to 
recommend  me,  but  I  trust  I  shall  not  be  of  less  ser- 
vice to  mankind  and  my  friends  than  if  I  had  been  bom 
with  these  advantages." 

In  his  will  he  remembered  his  old  school-days,  and 
left  five  hundred  dollars  to  the  Grammar  School  in 
which  he  was  educated,  on  condition  that  the  boys 
should  have  a  holiday  on  his  birthday. 

Questions:  Is  any  one  ever  successful  unless  he  has 
a  strong  interest?  Why  does  being  interested  make  a 
person  likely  to  be  successful?  Is  it  better  to  have  a 
great  many  slight  interests,  or  one  strong  one?  Why? 
If  you  work  hard  over  your  lessons,  do  you  like  them 
better?  What  faults  are  cured  by  a  strong  interest? 

OCTOBER:  THE  CHOICE  OF 
INTERESTS » 

It  IS  convenient  and  clarifying  to  one's  thought  to 
divide  all  interests  into  five  great  types.  A  few  exam- 
ples only  of  each  type  are  given. 

1.  Art.  This  includes  interest  in  literature;  music; 
oratory;  acting;  architecture;  painting;  photography; 
landscape  gardening;  dressmaking;  millinery. 

2.  Science.  This  includes  interest  in  agriculture;  en- 
gineering; forestry;  the  work  of  explorers;  of  naturalists; 

t  The  teacher  may  find  help  on  this  subject  by  reading  Chapters  ix  and  x  of  the 
author's  Etery  Day  Ethici  (Henry  Holt  &  Co.). 


EIGHTH  YEAR:  CHOOSING  A  CALLING    225 

of  experimenters  and  investigators,  like  Pasteur  and 
Luther  Burbank;  of  inventors,  like  Edison,  Marconi, 
and  the  Wright  brothers. 

3.  Nurturing  or  Care-taking.  This  includes  interest 
in  medicine;  nursing;  social  service;  domestic  service. 

4.  Business  and  Industrial  Pursuits.  This  includes 
interest  in  manufacturing;  buying  and  selling;  business 
accounts  and  organization;  banking;  insiurance;  trans- 
portation. 

5.  Public  Service.  This  includes  interest  in  law;  di- 
plomacy; national,  state,  and  municipal  government; 
military  service;  teaching;^  and  various  other  forms  of 
work  for  the  public  welfare. 

Ask  different  members  of  the  class  what  subjects  in- 
terest them  most,  and  make  a  note  of  these  prefer- 
ences, so  that  during  the  rest  of  the  term  you  will  have 
a  point  of  appeal. 

Questions :  What  kind  of  people  do  you  admire  most? 
What  characteristics  do  they  have?  What  do  they  do? 
What  do  they  stand  for?  What  subjects  are  they  apt 
to  talk  about?  What  kind  of  manners  do  they  have? 
How  do  they  spend  Sunday?  Why  do  you  admire 
them? 

Do  you  like  to  grow  flowers?  vegetables?  Would  you 
like  to  raise  hens,  to  take  care  of  horses,  to  collect 
stamps,  to  be  a  hotel-keeper,  a  doctor,  a  nurse,  an  en- 
gineer, a  motorman,  a  bookkeeper,  a  painter,  a  stenog- 
rapher, a  dressmaker,  a  teacher,  a  milliner,  a  soldier? 
Choose  among  these  and  other  occupations  and  say  why 
you  like  them. 

Write  a  composition  on  the  topic: 

What  qualities  are  needed  to  he  successful  in  the  work 

>  Teachiog  might  also  properly  come  under  Nurturing  or  Care-taking. 


226  ETHICS  FOR  CHILDREN 

I  like  best  ?  What  knowledge  would  you  require  in  or- 
der to  do  well? 

If  you  were  at  a  World's  Fair,  what  would  you  go  to 
see  first?  Why? 

A  few  of  these  questions  are  taken  from  Choosing  a 
Vocation,  by  Frank  Parsons  (Houghton  Mifflin  Co,), 
Teachers  will  find  this  book  of  great  interest. 

Read  the  chapter  on  Labor,  by  Thomas  Carlyle  in 
Past  and  Present. 


NOVEMBER:  THOROUGHNESS 

Read  the  account  of  Darwin's  patient  work  for  eigh- 
teen years  before  he  published  the  results  of  his  ex- 
periments. Show  the  extent  of  the  problems  with  which 
he  had  to  deal,  and  the  enormous  collection  of  hetero- 
geneous facts  he  had  to  gather  and  to  classify.  The 
Life  of  Darwin,  by  his  son,  Francis  Darwin,  is  detailed 
and  thorough. 

Tell  the  class  about  the  work  of  Louis  Agassiz. 
See  The  Life  of  Louis  Agassiz,  by  Elizabeth  C.  Agassiz. 

THE  FIGHT  AGAINST  YELLOW  FEVER 

Read  Walter  Reed  and  Yellow  Fever,  by  Howard  A. 
Kelly  (McClure,  Phillips  &  Co.). 

Yellow  fever  is  a  painful  and  very  fatal  disease.  For 
centuries  no  one  knew  its  cause  or  how  to  cure  it.  Most 
doctors  believed  that  the  infection  spread  like  scarlet 
fever  from  house  to  house  and  patient  to  patient.  At 
last,  in  1900,  a  commission  of  three  medical  ofl5cers 
from  the  United  States  army  was  appointed  to  investi- 
gate an  epidemic  in  Cuba.  Dr.  Walter  Reed  was  chair- 


EIGHTH  YEAR:  CHOOSING  A  CALLING    227 

man.  With  courage  as  dauntless  as  that  of  any  martyr, 
these  three  men  went  into  infected  rooms,  examined 
patients,  and  studied  the  ways  in  which  the  disease 
might  have  been  given.  Reed  formed  the  hypothesis 
that  the  disease  might  be  transmitted  by  mosquitoes 
if  they  bit  first  a  patient  ill  with  yellow  fever  and 
afterwards  some  well  person.  But  this  could  not  be 
proved  until  a  number  of  people  were  brave  enough 
to  let  themselves  be  bitten  by  mosquitoes  which  were 
known  before  to  have  bitten  patients.  Every  member 
of  the  Yellow  Fever  Commission  agreed  that  he  him- 
self ought  to  run  this  risk.  Among  the  doctors,  the 
specialist  on  mosquitoes  was  a  young  man  of  twenty- 
three.  Dr.  Lazear.  He  deliberately  let  infected  mos- 
quitoes sting  himself  and  the  other  doctors  who  had 
offered  their  lives  to  the  cause  of  science.  Four  days 
later  one  of  the  doctors  fell  ill  with  yellow  fever.  His 
life  hung  in  the  balance  for  three  days,  then  he  recov- 
ered. A  month  later  Dr.  Lazear  himself  was  stricken, 
and  died.  Even  his  death  did  not  discourage  his  com- 
rades. They  were  willing  to  give  their  lives  if  possibly 
they  might  protect  all  people  who  in  the  future  were 
exposed  to  yellow  fever.  Two  young  privates  in  the 
army,  Kissinger  and  Moran,  came  forward  at  once  and 
volunteered  to  let  themselves  be  experimented  on. 
Dr.  Reed  told  them  the  risk  and  offered  to  pay  them 
for  their  services.  They  refused  any  reward,  where- 
upon Dr.  Reed  touched  his  cap,  saying  respectfully: 
"Gentlemen,  I  salute  you."  Kissinger  was  soon  seized 
with  yellow  fever,  but  fortunately  recovered.  Moran 
escaped  the  disease  at  this  time,  but  again  offered  his 
services. 

It  was  fairly  clear  that  mosquitoes  could  give  the 
disease;  but  was  there  another  way  of  catching  it? 
To  determine  this,  a  number  of  brave,  devoted  soldiers 
deliberately  slept  for  three  weeks  actually  on  the  bed- 


828  ETHICS  FOR  CHILDREN 

ding  formerly  used  by  yellow  fever  patients,  but  in  a 
house  carefully  screened  from  mosquitoes.  The  ther- 
mometer stood  at  92°;  they  were  in  close  contact  with 
loathsome  bedding,  but  they  kept  to  their  task  till  the 
end  and  not  one  man  was  taken  sick. 

Again  and  again  experiments  were  made  until  all 
necessary  knowledge  was  won. 

In  1900,  just  before  the  work  of  the  Commission  was 
begun,  308  people  were  ill  with  yellow  fever  in  Havana 
alone.  In  1902,  there  were  but  six  cases.  Think  what  a 
saving  of  suflPering  and  of  death  for  all  the  years  to 
come  is  due  to  Reed  and  his  brave  followers!  Now 
that  it  is  known  that  mosquitoes  only  give  the  disease, 
Cuban  houses  are  made  mosquito- tight  and  water-barrels 
and  pools  covered  with  kerosene  that  kills  the  eggs. 
Yellow  fever  is  under  control.  Here  is  a  letter  that  Reed 
wrote  to  his  wife  when,  after  months  of  labor  and 
anxiety,  his  experiments  were  accomplished: 

Columbia  Barracks,  Qxjemados,  Cuba. 
11.50  P.M.,  Dec.  31,  1900. 
Only  ten  minutes  of  the  old  century  remain.  Here 
have  I  been  sitting,  reading  that  most  wonderful  book. 
La  Roche  on  Yellow  Fever,  written  in  1853.  Forty- 
seven  years  later  it  has  been  permitted  to  me  and  my 
assistants  to  lift  the  impenetrable  veil  that  has  sur- 
rounded the  causation  of  this  most  wonderful,  dreadful 
pest  of  humanity  and  to  put  it  on  a  rational  and  scien- 
tific basis.  I  thank  God  that  this  has  been  accomplished 
during  the  latter  days  of  the  old  century.  May  its  cure 
be  wrought  out  in  the  early  days  of  the  new!  The 
prayer  that  has  been  mine  for  twenty  years,  that  I 
might  be  permitted  in  some  way  or  at  some  time  to 
do  something  to  alleviate  human  suffering,  has  been 
granted!  A  thousand  Happy  New  Years.  .  ,  .  Hark, 
there  go  the  twenty-four  buglers  in  concert,  all  sound- 
ing 'Taps'  for  the  old  year. 


EIGHTH  YEAR:  CHOOSING  A  CALLING    229 

Questions :  Why  does  a  strong  interest  develop  char- 
acter? Do  every  day  or  two  something  for  no  other 
reason  than  because  "it  is  hard."  Is  this  a  good  rule 
or  not?  Why?  Would  it  be  an  advantage  if  every- 
thing man  needed  were  at  once  supplied  by  nature,  if, 
for  example,  tools  grew  on  trees,  and  food  fell  from  the 
skies?  Why,  or  why  not? 

Ought  we  to  try  as  far  as  possible  to  get  rid  of 
drudgery  in  the  world?  Does  drudgery  improve  or 
injure  character?  Is  there  any  good  work  done  without 
sacrifice?  Give  examples.  Give  an  example  of  a  really 
great  sacrifice,  and  explain  why  it  was  especially  re- 
markable. 

Learn,  from  Shakespeare's  Othello,  Act  III,  Scene  3, 
the  speech  beginning: 

Good  name  in  man  and  woman,  dear  my  Lord. 

DECEMBER:  SYMPATHY 

Read:  Matthew,  Chap,  xxvi,  verses  6  to  14. 

Study  carefully  the  lives  of  Clara  Barton  or  Florence 
Nightingale. 

Questions :  If  you  were  looking  for  people  who  were 
humble,  would  you  expect  to  find  them  among  great 
men  and  women,  or  among  those  who  had  done  little 
in  the  world?  Why?  Does  praise  help  any  one  more 
than  blame?  Why?  Why  are  conceited  people  espe- 
cially unpopular?  How  can  any  one  get  over  being 
conceited? 

Read  the  parable  of  the  Pharisee  and  the  Publican 
(Luke,  Chap,  xviii,  verses  9  to  15).  If  the  Pharisee 
did  everything  he  believed  to  be  right,  was  he  still 
blameworthy? 


830  ETHICS  FOR  CHILDREN 

A  rich  man  buys  the  last  loaf  of  bread  in  the  only 
bake  shop  of  a  small  village.  In  the  shop  at  the  same 
time  is  a  starving  woman  with  only  five  cents;  she  asks 
for  bread.  The  rich  man  sees,  but  does  not  notice  her. 
Is  he  selfish?  What  facts  do  we  need  to  consider? 

FLORENCE  NIGHTINGALE 

Even  as  a  child  Florence  Nightingale  loved  to  care 
for  the  sick.  Once,  when  a  little  girl,  she  found  a  dog 
badly  hurt  by  some  rough  boys.  Its  master  thought  that 
he  would  kill  it  to  put  it  out  of  pain,  but  she  bandaged 
its  leg  and  the  dog  got  well.  As  she  grew  up,  she  helped 
at  home,  taught  in  Sunday  school,  and  visited  the 
sick,  but  she  wanted  to  do  more  than  this.  She  wanted 
to  be  well  trained  as  a  nurse,  so  that  she  could  help  sick 
people  in  just  the  right  way.  When  she  was  eighteen 
she  met  Elizabeth  Fry,  who  gave  her  life  to  helping 
prisoners,  and  Dr.  Howe,  who  was  devoting  himself 
to  the  blind,  and  she  asked  them  whether  she  could  not 
be  a  trained  nurse.  There  were  no  thoroughly  trained 
nurses  in  England  then,  but  in  Kaizerwerth,  Germany, 
there  was  a  private  hospital  for  the  poor,  in  which  she 
could  be  taught  to  help  the  sick.  Miss  Nightingale 
studied  there  and  in  the  hospital  of  the  Sisters  of  St. 
Vincent  de  Paul  in  Paris.  When  she  came  home  to 
England,  she  was  given  a  position  at  the  head  of  a 
home  for  sick  governesses. 

Before  long  the  great  war  between  Russia  and 
Turkey  broke  out,  and  England  took  part  in  it.  Many 
wounded  men  were  brought  to  the  dreary  military  hos- 
pitals. It  was  then  that  Mr.  Sidney  Herbert,  the  head 
of  the  English  War  Department,  asked  Florence  Night- 
ingale to  get  nurses  together  and  go  to  the  war. 

"It  will  be  a  hard  task,"  he  said,  "and  very  painful; 


EIGHTH  YEAR:  CHOOSING  A  CALLING    231 

but  if  it  succeeds  it  will  do  good  now  and  multiply  the 
good  to  all  time." 

Miss  Nightingale  accepted  at  once.  In  six  days  she 
was  ready.  By  November  fourth  she  was  at  the  Bar- 
racks Hospital  at  Scutari.  It  was  a  shocking  place  when 
she  came:  no  vessels  to  hold  water,  no  soap,  towels,  or 
cloth;  the  wounded  men  still  in  their  stiff  uniforms  and 
covered  with  blood  and  dirt.  The  doctors  were  working 
hard,  but  there  were  not  nearly  enough  of  them.  Every 
one  felt  hopeless.  The  air  in  the  wards  was  stifling;  the 
sheets  were  of  stiff  canvas;  the  corridors  were  crowded 
with  sick  and  wounded,  lying  on  the  floor,  with  rats  run- 
ning over  them.  The  food  was  cooked  in  great  caul- 
drons by  soldiers,  and  was  unfit  to  eat.  There  was  no 
laundry  and  almost  no  clean  linen.  And  what  made 
things  even  harder,  the  doctors  and  the  officers  did  not 
want  Miss  Nightingale  to  come.  They  thought  a  wo- 
man would  be  in  the  way. 

Just  twenty -four  hours  after  Miss  Nightingale  came, 
there  was  a  battle  at  Inkermann,  and  hundreds  more 
wounded  men  came  in.  They  were  laid  everywhere, 
indoors  and  out.  She  set  to  work  at  once,  and  some- 
times was  on  her  feet  twenty  hours  a  day !  She  went  to 
every  severe  operation,  so  that  the  sick  men  might  have 
the  comfort  of  her  sympathy.  Five  men  were  given  up 
by  the  doctors,  and  left  to  die.  Miss  Nightingale  took 
charge  with  one  of  her  nurses,  and  fed  them  hour  by 
hour  till  they  recovered.  In  ten  days  a  kitchen  was  in 
operation,  and  instead  of  rancid  butter,  sour  bread,  and 
leathery  meat,  the  wounded  men  were  given  beef  tea, 
chicken  broth,  and  gruel.  Miss  Nightingale  had  brought 
all  the  stores  with  her.  Next  she  hired  a  house  for  a 
laundry,  and  there  five  hundred  shirts  and  many  sheets 
were  washed  each  week. 

Meanwhile,  at  home,  the  Queen  in  her  palace  and 
the  poor  women  in  their  cottages  were  all  making  lint. 


232  ETHICS  FOR  CHILDREN 

bandages,  shirts,  and  socks,  pillow-cases,  blankets,  and 
sheets  for  the  soldiers. 

On  and  on  Miss  Nightingale  and  her  nurses  worked 
through  the  long  snowy  winter.  There  was  sickness 
everywhere,  and  three  nurses  died  of  fever  and  of  chol- 
era, but  still  Miss  Nightingale  held  out.  At  last  even 
her  strength  gave  way  and  she  lay  desperately  ill  with 
Crimean  fever.  She  was  convalescent  after  two  weeks, 
and  insisted  on  going  to  work  till  the  war  was  ended 
and  her  soldiers  going  home.  Then  she  returned  quietly 
to  England,  not  letting  any  one  come  to  meet  her. 

Queen  Victoria  sent  her  a  red  enamel  cross  on  a  white 
field,  and  on  it  were  the  words,  "Blessed  are  the 
Merciful." 

Miss  Nightingale  knew  that  she  was  tired,  but  she 
did  not  realize  that  she  had  worn  herself  out  —  she  had 
given  her  life.  She  has  never  been  strong  again,  but 
from  her  sick  room  for  over  fifty  years  she  has  helped 
thousands  of  soldiers;  and  through  her  advice  great 
training  schools  for  nurses  are  at  work  all  over  the 
world.  She  poured  out  her  strength  to  the  last  drop  in 
a  time  of  great  need,  but  her  influence  is  like  a  fountain 
of  living  water  springing  up  anew  in  other  lives. 

The  best  life  of  Florence  Nightingale  for  young 
people  is  by  Laura  E.  Richards  (D.  Appleton  &  Co.). 

Learn  the  following  poem  in  commemoration  of 
Florence  Nightingale : 

SANTA  FILOMENA 

BY  HENRY   W.    LONGFELLOW 

Whene'er  a  noble  deed  is  wrought. 
Whene'er  is  spoken  a  noble  thought. 

Our  hearts,  in  glad  surprise. 

To  higher  levels  rise. 


EIGHTH  YEAR:  CHOOSING  A  CALLING    233 

The  tidal  wave  of  deeper  souls 
Into  our  inmost  being  rolls. 

And  lifts  us  unawares 

Out  of  all  meaner  cares. 

Honor  to  those  whose  words  or  deeds 
Thus  help  us  in  our  daily  needs. 

And  by  their  overflow 

Raise  us  from  what  is  low ! 

Thus  thought  I,  as  by  night  I  read 

Of  the  great  army  of  the  dead. 
The  trenches  cold  and  damp. 
The  starved  and  frozen  camp, — 

The  wounded  from  the  battle-plain. 
In  dreary  hospitals  of  pain. 

The  cheerless  corridors. 

The  cold  and  stony  floors. 

Lo!  in  that  house  of  misery 

A  lady  with  a  lamp  I  see 

Pass  through  the  glimmering  gloom. 
And  flit  from  room  to  room. 

And  slow,  as  in  a  dream  of  bliss. 
The  speechless  sufferer  turns  to  kiss 

Her  shadow,  as  it  falls 

Upon  the  darkening  walls. 

'  As  if  a  door  in  heaven  should  be 
Opened  and  then  closed  suddenly. 
The  vision  came  and  went. 
The  light  shone  and  was  spent. 

On  England's  annals,  through  the  long 
Hereafter  of  her  speech  and  song. 

That  light  its  rays  shall  cast 

From  portals  of  the  past. 


934  ETHICS  FOR  CHILDREN 

A  Lady  with  a  Lamp  shall  stand 
In  the  great  history  of  the  land, 

A  noble  type  of  good. 

Heroic  womanhood. 

Nor  even  shall  be  wanting  here 
The  palm,  the  lily,  and  the  spear, 

The  symbols  that  of  yore 

Saint  Filomena  bore. 

Read:  The  Story  of  the  Other  Wise  Man,  by  Henry 
van  Dyke. 

Learn  Lincoln's  words:  "Die  when  I  may,  I  want 
it  said  by  those  who  knew  me  best  that  I  always 
plucked  a  thistle,  and  planted  a  flower  wherever  I 
thought  a  flower  would  grow." 

JANUARY:  THE  USE  OF  TIME 

Learn: 

Forenoon  and  afternoon  and  night.    Forenoon 
And  afternoon  and  night  — Forenoon  and  what! 
The  empty  song  repeats  itself.    No  more  ? 
Yes,  that  is  life:  make  this  forenoon  sublime, 
This  afternoon  a  psalm,  this  night  a  prayer. 
And  Time  is  conquered,  and  thy  crown  is  won. 

Edward  R.  Sill. 

Questions :  President  McKinley  said :  "  If  you  will  just 
learn  how  to  do  one  useful  thing  better  than  anybody 
else,  you  will  never  be  out  of  a  job."  Is  this  invariably 
true?  Write  a  short  composition  on  this  subject.  What 
do  we  mean  by  saving  time?  How  is  it  best  done? 
What  is  the  use  of  saving  time?  In  what  ways  do  people 
Traste  time?    Does  all  amusement  waste  time  and  all 


EIGHTH  YEAR:  CHOOSING  A  CALLING    235 

work  save  time?  Are  there  any  circumstances  in  which 
it  is  right  to  kill  time?  Give  an  example  of  what  you 
mean  by  killing  time?  Why  do  the  busiest  people 
have  most  time? 

Learn:  Emerson's  "Days." 

Ask  the  pupils  to  draw  a  picture  of  the  Days  in  pro- 
cession as  Emerson  describes  them;  or  to  act  the  scene. 

Is  it  a  good  plan  to  make  New  Year's  resolutions? 
Why  or  why  not? 

Victor  Hugo  said:  "A  little  work  is  a  burden;  much 
work  is  a  pleasure."  Is  this  true?  Give  an  example. 

Learn:  "Blessed  is  he  who  has  found  his  work;  let 
him  ask  no  other  blessedness.  All  true  work  is  sacred  '* 
(Thomas  Carlyle,  in  Past  and  Present). 

Read :  Poor  Richard's  Almanac,  by  Benjamin  Franklin. 

Read,  also:  his  Rules  of  Conduct. 

Discuss  the  value  of  Franklin's  plan  of  keeping  a 
record  of  his  faults. 

THREE  QUESTIONS! 

It  once  occurred  to  a  certain  king,  that  if  he  always 
knew  the  right  time  to  begin  everything;  if  he  knew  who 
were  the  right  people  to  listen  to,  and  whom  to  avoid; 
and,  above  all,  if  he  always  knew  what  was  the  most 
important  thing  to  do,  he  would  never  fail  in  anything 
he  might  undertake. 

And  this  thought  having  occurred  to  him,  he  had  it 
proclaimed  throughout  his  kingdom  that  he  would  give 
a  great  reward  to  any  one  who  would  teach  him  what 
was  the  right  time  for  every  action,  and  who  were  the 
most  necessary  people,  and  how  he  might  know  what 
was  the  most  important  thing  to  do. 

«  Abridged  from  Twenty-Three  Talet  by  Leo  ToUtoi.    TranglaUd  by  L.  and  L, 
Maude  (Oa(or4  Univenity  Press). 


236  ETHICS  FOR  CHILDREN 

And  learned  men  came  to  the  king,  but  they  all  an« 
swered  his  questions  differently. 

All  the  answers  being  different,  the  king  agreed  with 
none  of  them,  and  gave  the  reward  to  none.  But  still 
wishing  to  find  the  right  answers  to  his  questions,  he 
decided  to  consult  a  hermit,  widely  renowned  for  his 
wisdom. 

The  hermit  lived  in  a  wood  which  he  never  quitted, 
and  he  received  none  but  common  folk.  So  the  king 
put  on  simple  clothes,  and  before  reaching  the  hermit's 
cell  dismounted  from  his  horse,  and,  leaving  his  body- 
guard behind,  went  on  alone. 

When  the  king  approached,  the  hermit  was  digging 
the  ground  in  front  of  his  hut.  Seeing  the  king,  he 
greeted  him  and  went  on  digging.  The  hermit  was 
frail  and  weak,  and  each  time  he  stuck  his  spade  into 
the  ground  and  turned  a  little  earth,  he  breathed 
heavily. 

The  king  went  up  to  him  and  said:  "I  have  come  to 
you,  wise  hermit,  to  ask  you  to  answer  three  questions: 
How  can  I  learn  to  do  the  right  thing  at  the  right  time? 
Who  are  the  people  I  most  need,  and  to  whom  should  I, 
therefore,  pay  more  attention  than  to  the  rest?  And, 
what  affairs  are  the  most  important,  and  need  my  first 
attention?" 

The  hermit  listened  to  the  king,  but  answered  nothing. 
He  just  spat  on  his  hand  and  recommenced  digging. 

"You  are  tired,"  said  the  king,  "let  me  take  the  spade 
and  work  awhile  for  you." 

"Thanks!"  said  the  hermit,  and,  giving  the  spade 
t«  the  king,  he  sat  down  on  the  ground. 

When  he  had  dug  two  beds,  the  king  stopped  and 
repeated  his  questions.  The  hermit  again  gave  no  an- 
swer, but  rose,  stretched  out  his  hand  for  the  spade, 
and  said: 

"Now  rest  awhile  —  and  let  me  work  a  bit." 


EIGHTH  YEAR:  CHOOSING  A  CALLING    237 

But  the  king  did  not  give  him  the  spade,  and  con- 
tinued to  dig.  One  hour  passed,  and  another.  The  sun 
began  to  sink  behind  the  trees,  and  the  king  at  last 
stuck  the  spade  into  the  ground,  and  said: 

"  I  came  to  you,  wise  man,  for  an  answer  to  my  ques- 
tions. If  you  can  give  me  none,  tell  me  so,  and  I  will 
return  home." 

"Here  comes  some  one  running,"  said  the  hermit, 
"let  us  see  who  it  is." 

The  king  turned  round,  and  saw  a  bearded  man 
come  running  out  of  the  wood.  The  man  held  his  hands 
pressed  against  his  side,  and  blood  was  flowing  from 
under  them.  When  he  reached  the  king,  he  fell  fainting 
on  the  ground,  moaning  feebly.  The  king  and  the  her- 
mit unfastened  the  man's  clothing.  There  was  a  large 
wound  in  his  side.  The  king  washed  it  as  best  he  could, 
and  bandaged  it  with  his  handkerchief  and  with  a  towel 
the  hermit  had.  But  the  blood  would  not  stop  flowing, 
and  the  king  again  and  again  washed  and  rebandaged 
the  wound.  When  at  last  the  blood  ceased  flowing,  the 
man  revived  and  asked  for  something  to  drink.  The  king 
brought  fresh  water  and  gave  it  to  him.  Meanwhile  the 
sun  had  set,  and  it  had  become  cool.  So  the  king,  with 
the  hermit's  help,  carried  the  wounded  man  into  the 
hut  and  laid  him  on  the  bed.  Lying  on  the  bed  the  man 
closed  his  eyes  and  was  quiet;  but  the  king  was  so  tired 
with  his  walk  and  with  the  work  he  had  done,  that  he 
crouched  down  on  the  threshold,  and  also  fell  asleep  — 
so  soundly  that  he  slept  all  through  the  short  summer 
night.  When  he  awoke  in  the  morning,  it  was  long 
before  he  could  remember  where  he  was,  or  who  was 
the  strange  bearded  man  lying  on  the  bed  and  gazing 
intently  at  him  with  shining  eyes. 

"Forgive  me!"  said  the  bearded  man  in  a  weak  voice, 
when  he  saw  that  the  king  was  awake  and  was  looking 
at  him. 


238  ETHICS  FOR  CHILDREN 

"I  do  not  know  you,  and  have  nothing  to  forgive  you 
for,"  said  the  king. 

"You  do  not  know  me,  but  I  know  you.  I  am  that 
enemy  of  yours  who  swore  to  revenge  himself  on  you, 
because  you  executed  his  brother  and  seized  his  pro- 
perty. I  knew  you  had  gone  alone  to  see  the  hermit,  and 
I  resolved  to  kill  you  on  your  way  back.  But  the  day 
passed  and  you  did  not  return.  So  I  came  out  from  my 
ambush  to  find  you,  and  I  came  upon  your  bodyguard, 
and  they  recognized  me,  and  wounded  me.  I  escaped 
from  them,  but  should  have  bled  to  death  had  you  not 
dressed  my  wound.  I  wished  to  kill  you,  and  you  have 
saved  my  life.  Now,  if  I  live,  and  if  you  wish  it,  I  will 
serve  you  as  your  most  faithful  slave,  and  will  bid  my 
sons  do  the  same.  Forgive  me!" 

The  king  was  very  glad  to  have  made  peace  with  his 
enemy  so  easily,  and  to  have  gained  him  for  a  friend, 
and  he  not  only  forgave  him,  but  said  he  would  send 
his  servants  and  his  own  physician  to  attend  him,  and 
promised  to  restore  his  property. 

Having  taken  leave  of  the  wounded  man,  the  king 
went  out  into  the  porch  and  looked  around  for  the  her- 
mit. Before  going  away  he  wished  once  more  to  beg  an 
answer  to  the  questions  he  had  put.  The  hermit  was 
outside,  on  his  knees,  sowing  seeds  in  the  beds  that  had 
been  dug  the  day  before. 

The  king  approached  him,  and  said: 

"For  the  last  time,  I  pray  you  to  answer  my  ques- 
tions, wise  man." 

"You  have  already  been  answered!"  said  the  hermit, 
still  crouching  on  his  thin  legs,  and  looking  up  at  the 
king,  who  stood  before  him. 

"How  answered?  What  do  you  mean?"  asked  the 
king. 

"Do  you  not  see  ?"  replied  the  hermit.  "If  you  had 
not  pitied  my  weaknesi  yesterday,  and  had  not  dug 


EIGHTH  YEAR:  CHOOSING  A  CALLING    239 

these  beds  for  me,  but  had  gone  your  way,  that  man 
would  have  attacked  you,  and  you  would  have  repented 
of  not  having  stayed  with  me.  So  the  most  important 
time  was  when  you  were  digging  the  beds;  and  I  was  the 
most  important  man;  and  to  do  me  good  was  your  most 
important  business.  Afterwards,  when  that  man  ran 
to  us,  the  most  important  time  was  when  you  were 
attending  to  him,  for  if  you  had  not  bound  up  his 
wounds  he  would  have  died  without  having  made  peace 
with  you.  So  he  was  the  most  important  man,  and  what 
you  did  for  him  was  your  most  important  business. 
Remember  then :  there  is  only  one  time  that  is  important 
—  Now !  It  is  the  most  important  time  because  it  is 
the  only  time  when  we  have  any  power.  The  most 
necessary  man  is  he  with  whom  you  are,  for  no  man 
knows  whether  he  will  ever  have  dealings  with  any  one 
else:  and  the  most  important  affair  is  to  do  him  good, 
because  for  that  purpose  alone  was  man  sent  into  this 
life!" 

FEBRUARY:  THE  VALUE  OF 
PERSEVERANCE 

GEORGE   STEPHENSON 

George  Stephenson,  the  engineer,  was  born  at  New- 
castle, England,  in  1781,  and  died  in  1848.  His  family 
were  desperately  poor,  so  poor  that  the  father,  mother, 
four  sons,  and  two  daughters  all  lived  in  a  one-room 
cottage.  Of  course,  George  had  to  go  to  work  as  early 
as  possible,  and  at  the  age  of  eight  he  earned  four  cents 
a  day  by  keeping  off  crows.  He  was  too  poor  to  go  to 
school,  and  in  England  there  were  no  truant  laws.  To 
amuse  himself  he  used  to  make  little  engines  of  clay. 
An  engine  was  like  a  pet  to  him,  he  said:  he  was  never 
tired  of  watching  it. 


240  ETHICS  FOR  CHILDREN 

At  the  age  of  fourteen,  he  helped  his  father  in  the 
colliery  as  a  fireman.  Whenever  he  got  a  chance,  he 
worked  out  sums  in  arithmetic  by  the  light  of  his 
engine's  fire,  but  until  he  was  nineteen  he  had  no 
chance  for  schooling.  At  the  age  of  twenty,  he  was 
engaged  as  a  brakeman  in  a  colliery  pit  at  five  dollars 
a  week;  and  very  soon  afterward  he  married.  His  wife 
died  in  a  year  or  two,  leaving  him  one  little  son. 

Stephenson  determined  that  his  boy  should  have  the 
education  he  had  lacked,  and  after  his  day's  work  was 
over,  he  mended  clocks  and  watches  during  the  night 
to  earn  more  money.  Before  very  long,  he  became  well- 
known  to  the  neighborhood  as  an  "engine-doctor." 
Every  engine  came  to  him  for  repairs,  and  he  also  helped 
poor  mothers  by  connecting  the  smoke-jack  with  the 
baby's  cradle,  making  it  rock  automatically. 

He  invented  also  a  lantern  which  would  bum  under 
water,  and  he  would  attract  fish  by  night  with  it,  catch- 
ing them  in  numbers.  By  1812  he  was  earning  five 
hundred  dollars  a  year,  and  his  little  son  was  also 
beginning  to  take  a  great  interest  in  engines. 

George  Stephenson's  heart  was  set  on  making  a 
locomotive-engine  —  what  was  then  called  a  traveling 
engine.  It  had  been  tried  unsuccessfully  some  years 
before,  but  he  felt  sure  that  he  could  invent  a  reliable 
machine.  This  he  did  in  1815.  For  six  years  it  received 
little  notice,  but  at  last,  in  1825,  the  first  public  railroad 
was  opened  with  one  of  Stephenson's  engines.  Thirty- 
eight  cars,  including  six  wagons  full  of  corn  and  flour 
and  a  special  car  for  the  guests  and  for  Stephenson, 
were  taken  safely  over  the  new  road.  Railways  were 
to  be  used  henceforth  all  over  the  world. 

Stephenson  said  of  himself:  "I  have  risen  from  a 
lower  level  than  the  meanest  person  here,  and  all  I 
have  been  enabled  to  accomplish  has  been  done  by 
perseverance." 


EIGHTH  YEAR:  CHOOSING  A  CALLING    241 

Longfellow  writes : 

Not  in  the  clamor  of  the  crowded  street. 
Not  in  the  shouts  and  plaudits  of  the  throng. 
But  in  ourselves  are  triumph  and  defeat. 

Is  this  true  or  not  true?  Give  an  illustration  to  prove 
your  point. 

Read  for  Washington's  birthday :  Benjamin  Franklin's 
letter  from  France  to  General  Washington,  1780. 

OPPORTUNITY! 

BY   EDWARD   ROWLAND   SILL 

Thus  I  beheld,  or  dreamed  it  in  a  dream:  — 

There  spread  a  cloud  of  dust  along  a  plain; 

And  underneath  the  cloud,  or  in  it,  raged 

A  furious  battle,  and  men  yelled,  and  swords 

Shocked  upon  swords  and  shields.  A  prince's  banner 

Wavered,  then  staggered  backward,  hemmed  by  foes. 

A  craven  hung  along  the  battle's  edge, 

And  thought,  "  Had  I  a  sword  of  keener  steel  — 

That  blue  blade  that  the  king's  son  bears  —  but  this 

Blunt  thing  — !"  he  snapt  and  flung  it  from  his  hand. 

And  lowering  crept  away  and  left  the  field. 

Then  came  the  king's  son,  wounded,  sore  bestead, 

And  weaponless,  and  saw  the  broken  sword, 

Hilt-buried  in  the  dry  and  trodden  sand. 

And  ran  and  snatched  it,  and  with  battle  shout 

Lifted  afresh,  he  hewed  his  enemy  down, 

And  saved  a  great  cause  that  heroic  day. 

MARCH:  TAKING  RESPONSIBILITY 

Questions :  Would  you  be  willing  to  be  so  made  that 
you  could  not  help  doing  right  always,  as  a  clock  is 

>  The  Compute  Ponu  oif  Edvard  Rowland  Sill  (Houghton  Mifflin  Co.). 


242  ETHICS  FOR  CHILDREN 

wound  up  and  made  to  strike  at  the  right  time?  In 
what  ways  should  you  not  Hke  it? 

Should  you  be  glad  if  your  lessons  were  all  learned 
every  day  just  as  soon  as  you  glanced  at  them?  Why 
or  why  not? 

Name  two  things  that  people  can  do  and  that  ani- 
mals cannot  do. 

If  a  mouse  gets  into  the  cupboard  and  eats  the  cheese, 
it  is  not  to  blame;  but  if  a  boy  goes  into  the  kitchen 
and  eats  the  jam,  he  is  blamed.  Why  do  we  blame  peo- 
ple and  not  animals?  Why  is  it  better  to  be  a  person 
and  not  an  animal? 

"Everything  that  is  worth  having  is  hard  to  get. 
The  easy  things  in  life  are  not  worth  much."  Is  this 
true?  Give  an  example.  Do  we  value  more  what  is 
hard  to  get? 

Does  a  good  person  have  as  much  fun  or  more  than 
a  bad  one,  in  the  long  run?  In  what  ways? 

SISTER  DORAi 

Sister  Dora's  real  name  was  Dorothy  Pattison.  She 
was  born  in  Yorkshire,  England,  January  16,  1832,  and 
was  the  eleventh  child  in  a  family  of  twelve.  She  was 
a  delicate  child  at  first,  but  she  grew  stronger  year  by 
year  until  by  the  time  she  was  twenty  she  had  be- 
come vigorous  and  unusually  athletic.  She  rode  across 
the  moors,  hunted  with  her  brothers,  and  was  almost 
restlessly  energetic.  She  had  overflowing  spirits,  a 
keen  sense  of  humor,  and  an  indomitable  wUl.  When 
Miss  Nightingale  went  out  to  the  Crimea  as  a  nurse, 
Dorothy  begged  her  father  to  let  her  go  also,  but  he 
wisely  refused,  telling  her  that  she  was  both  too  young 

>  AdapUd  from  Margaret  LoosdaU'a  Sist*r  Dora :  A  Biography. 


EIGHTH  YEAR:  CHOOSING  A  CALLING    243 

and  too  untrained.  As  her  mother  was  an  invalid, 
Dorothy  stayed  at  home  and  nursed  her  for  some  years. 
At  last,  at  the  age  of  thirty-three,  she  secured  the  op- 
portunity to  practice  nursing  regularly  in  the  Sisterhood 
of  the  Good  Samaritans,  and  two  years  later  she  was  sent 
to  help  in  the  care  of  the  sick  and  injured  in  a  town  called 
Walsall  on  the  border  of  the  coal  and  iron  district.  It 
was  once  a  beautiful  wooded  country,  but  the  trees  have 
been  cut  down,  the  streams  polluted,  great  black  chim- 
neys give  out  constant  streams  of  smoke,  and  the  red 
brick  houses  are  begrimed  with  dirt.  The  men  spend 
a  large  part  of  their  time  underground  in  the  mines,  and 
come  home  tired  out  and  often  drunk.  Accidents  are 
frequent,  and  the  hospital  is  always  in  demand. 

Sister  Dora's  special  ambition  was  to  become  a  good 
surgical  nurse,  and  so  faithful  and  intelligent  was  she 
that  the  doctors  trusted  her  more  and  more,  and  taught 
her  to  set  fractures  under  their  direction. 

Sister  Dora  was  led  to  give  particular  attention  to 
what  is  called  conservative  surgery.  Her  sympathy 
was  aroused  for  the  unfortunate  men  who  came  in, 
often  so  much  crushed  and  mangled  that  amputation 
of  one  or  more  limbs  was  necessary  to  save  their  lives. 
These  men  would  remark,  when  told  what  their  fate 
must  be,  "Then  you  might  as  well  kill  me  at  once,  if 
you  are  going  to  take  off  my  leg,  or  arm,  or  hand,  for  I 
don't  know  what 's  to  become  of  me  or  of  my  wife  and 
children."  A  fine,  healthy  young  man  was  one  night 
brought  in  with  his  arm  torn  and  twisted  by  a  machine. 
The  doctor  pronounced  that  nothing  could  save  it,  and 
that  he  must  amputate  it  at  once.  The  sufferer's  groan 
and  expression  of  despair  went  to  the  Sister's  heart. 
She  scanned  the  torn  limb  with  her  quick,  scrutinizing 
glance,  as  if  she  would  look  through  the  wound  to  the 
state  of  the  circulation  below,  and  then  measured  with 
her  eye  the  fine  healthy  form  before  her. 


244  ETHICS  FOR  CHILDREN 

The  man  looked  from  one  face  to  the  other  for  a  ray 
of  hope,  and  seeing  the  deep  pity  in  her  expression, 
exclaimed,  "Oh,  Sister!  save  my  arm  for  me;  it's  my 
right  arm."  Sister  Dora  instantly  turned  to  the  surgeon, 
saying,  "I  believe  I  can  save  this  arm  if  you  will  let  me 
try."  "Are  you  mad?"  answered  he,  "I  tell  you  it '3 
an  impossibility;  mortification  will  set  in  in  a  few  hours; 
nothing  but  amputation  can  save  his  life."  She  turned 
quickly  to  the  anxious  patient.  "Are  you  willing  for  me 
to  try  and  save  your  arm,  my  man?"  What  would  he 
not  have  been  willing  to  let  the  woman  do,  who  turned 
upon  him  such  a  winning  face,  and  spoke  in  tones  so 
strangely  sympathetic?  He  joyfully  gave  consent.  The 
doctor  was  as  angry  as  he  was  ever  known  to  be  with 
Sister  Dora,  and  walked  away,  saying,  "  Well,  remember 
it's  your  arm:  if  you  choose  to  have  the  young  man's 
death  upon  your  conscience,  I  shall  not  interfere;  but  I 
wash  my  hands  of  him.  Don't  think  I  am  going  to  help 
you." 

It  was  indeed  a  heavy  responsibility  for  a  nurse  to 
take  upon  herself,  but  Sister  Dora  never  shrank  from 
a  burden  which  seemed  to  be  cast  upon  her.  It  was  by 
no  means  the  first  time  that  she  had  disagreed  with  the 
surgical  opinion;  often  and  often  had  she  pleaded  hard 
for  delay  in  the  removal  of  a  limb  which,  she  ventured 
to  think,  might  by  skill  and  patience  be  saved.  On  this 
occasion  her  patient's  entire  confidence  in  her  was  suf- 
ficient encouragement.  She  watched  and  tended  "her 
arm,"  as  she  called  it,  almost  literally  night  and  day 
for  three  weeks.  It  was  a  period  of  terrible  suspense 
and  anxiety.  "How  I  prayed  over  that  arm!"  she  used 
to  say  afterwards. 

At  the  end  of  that  time  she  waited  till  she  thought 
the  doctor  was  in  a  particularly  amiable  mood,  and  then 
she  begged  him  to  come  and  look  at  her  work.  Not  with 
a.very  good  grace,  he  complied.   No  professional  man 


EIGHTH  YEAR:  CHOOSING  A  CALLING    245 

could  possibly  like  to  have  his  opinion  distinctly  proved 
to  be  wrong  by  any  one,  least  of  all  by  a  woman  working 
under  his  own  superintendence.  But  his  astonishment 
overcame  his  displeasure  when  he  beheld  the  arm 
which  she  unbandaged  and  displayed  to  him,  no  longer 
mangled,  but  straightened,  and  in  a  healthy,  promising 
condition.  "Why,  you  have  saved  it!"  he  exclaimed, 
"and  it  will  be  a  useful  arm  to  him  for  many  a  long 
year."  Triumph  does  not  at  all  express  Sister  Dora's 
feelings  as  she  heard  this  verdict,  and  yet  her  thankful- 
ness was  naturally  not  unmixed  with  triumph,  and  she 
cried  for  happiness. 

The  surgeon,  without  whose  leave,  be  it  remembered, 
she  could  not  have  done  this,  and  who  was  justly  proud 
of  her  as  his  own  pupil,  brought  the  rest  of  the  hospital 
staff  "to  show  them  what  might  be  done,"  as  he  said. 
The  man,  who  went  by  the  name  of  "Sister's  arm"  in 
the  hospital,  became  one  of  her  most  devoted  admirers. 
She  would  not  allow  him  to  go  until  he  was  in  a  fair 
way  to  be  able  to  work  again;  and  after  he  ceased  to  be 
an  in-patient  he  constantly  came  up  to  have  his  arm 
"looked  at,"  which  meant  that  he  wanted  to  look  at 
the  woman  who  had  given  him  back  all  that  made  life 
worth  having. 

Months  later,  when  Sister  Dora  herself  was  ill,  this 
young  man  walked  twenty-two  miles  every  Sunday 
morning  to  inquire  for  her.  When  the  servant  appeared 
in  answer  to  his  vigorous  pull  at  the  hospital  bell,  he 
eagerly  asked,  "How's  Sister?"  and  when  he  had  re- 
ceived his  answer  said:  "Tell  her  that's  her  arm  that 
rang  the  bell.'* 


246  ETHICS  FOR  CHILDREN 

APRIL:  DISCIPLINE 

Study  the  work  of  Judge  Ben  Lindsay  in  Colorado 
and  of  Colonel  Bruce  in  New  York.  ^ 

Questions :  If  you  have  a  strong  temptation  to  avoid 
going  to  the  dentist,  how  can  you  best  make  yourself  go? 

Four  boys  are  building  a  boat  in  summer.  It  takes 
a  week  to  complete  the  work  and  they  get  discouraged 
and  feel  like  abandoning  the  task.  In  what  ways  can 
they  spur  themselves  on  to  do  it? 

Clara  has  an  impulsive,  adventurous,  careless  na- 
ture, easily  roused  to  enthusiasm  which  as  easily  dies 
out.  Godfrey  is  slow,  cautious,  and  indifferent,  but 
gentle  and  persistent.  What  faults  is  each  likely  to 
have,  and  which  is  likely  to  improve  most? 

Four  things  a  man  must  learn  to  do 
If  he  would  keep  his  record  true: 
To  think  without  confusion  clearly. 
To  love  his  fellow-men  sincerely. 
To  act  from  honest  motives  purely. 
To  trust  in  God  and  heaven  securely. 

Which  is  the  most  difficult  of  these  four  and  why? 
Read  the  first  chapter  in  Letters  of  a  Self-Made  Met' 
chant  to  His  Son,  by  George  Horace  Lorimer. 

THE  LOSS  OF  THE  BIRKENHEAD 

BY   SIR   F.    H.    DOYLE 

Right  on  our  flank  the  crimson  sun  went  down; 
The  deep  sea  rolled  around  in  dark  repose; 
When,  like  the  wild  shriek  from  some  captured  town, 
A  cry  of  women  rose. 

'  Lincoln  Steffens,  in  Vpbuildera,  gives  an  interesting  account  of  Judge  Lindsay 
and  of  many  another  patriotic  American.  Read,  also,  The  Beast  and  the  Jungle,  by 
Judge  Lindsay,  and  tell  your  class  as  much  as  they  will  understand. 


EIGHTH  YEAR:  CHOOSING  A  CALLING    247 

The  stout  ship  Birkenhead  lay  hard  and  fast, 
Caught  without  hope  upon  a  hidden  rock; 
Her  timbers  thrilled  as  nerves,  when  through  them  passed 
The  spirit  of  that  shock. 

And  ever  like  base  cowards,  who  leave  their  ranks 
In  danger's  hour,  before  the  rush  of  steel, 
Drifted  away  disorderly  the  planks 
From  underneath  her  keel. 

So  calm  the  air,  so  calm  and  still  the  flood. 
That  low  down  in  its  blue  translucent  glass 
We  saw  the  great  fierce  fish,  that  thirst  for  blood. 
Pass  slowly,  then  repass. 

They  tarried,  the  waves  tarried,  for  their  prey! 
The  sea  turned  one  clear  smile!  Like  things  asleep 
Those  dark  shapes  in  the  azure  silence  lay. 
As  quiet  as  the  deep. 

Then  amidst  oath,  and  prayer,  and  rush,  and  wreck. 
Faint  screams,  faint  questions  waiting  no  reply, 
Our  Colonel  gave  the  word,  and  on  the  deck 
Formed  us  in  line  to  die. 

To  die!  —  't  was  hard,  whilst  the  sleek  ocean  glowed 
Beneath  a  sky  as  fair  as  summer  flowers:  — 
All  to  the  boats!  cried  one:  —  he  was,  thank  God, 
No  officer  of  ours! 

Our  English  hearts  beat  true:  —  we  would  not  stir: 
That  base  appeal  we  heard,  but  heeded  not: 
On  land,  on  sea,  we  had  our  colours.  Sir, 
To  keep  without  a  spot! 

They  shall  not  say  in  England,  that  we  fought 
With  shameful  strength,  unhonoured  life  to  seek; 
Into  mean  safety,  mean  deserters,  brought 
By  trampling  down  the  weak. 


248  ETHICS  FOR  CHILDREN 

So  we  made  women  with  their  children  go. 
The  oars  ply  back  again,  and  yet  again; 
Whilst,  inch  by  inch,  the  drowning  ship  sank  low,^ 
Still  under  steadfast  men. 

—  What  follows,  why  recall?  —  The  brave  who  died. 
Died  without  flinching  in  the  bloody  surf. 
They  sleep  as  well,  beneath  that  purple  tide. 
As  others  under  turf :  — 

They  sleep  as  well!  and,  roused  from  their  wild  grave. 
Wearing  their  wounds  like  stars,  shall  rise  again. 
Joint-heirs  with  Christ,  because  they  bled  to  save 
His  weak  ones,  not  in  vain. 

Read:  "Punishments  in  Camp,"  by  Harry  M.Kieffer, 
from  The  Out-of-Door  Book,  Vol.  vii,  The  Children's 
Hour. 

Questions:  Why  do  soldiers  have  to  obey?  Is  it  ever 
right  for  them  to  disobey?  What  do  they  mean  by  be- 
ing "on  duty"?  When  are  you  on  duty?  Who  besides 
soldiers  are  on  duty?  Nurses,  doctors,  lawyers  in  a  case, 
players  in  a  game.    Why  do  they  all  have  to  obey? 

Read:  "The  Charge  of  the  Light  Brigade,"  by  Alfred 
Tennyson.  Show  how  the  very  metre  gallops  like  the 
cavalry. 

Was  it  right  for  the  captain  to  make  the  charge  even 
if  he  knew  that  "some  one  had  blundered"?  Would  it 
have  been  right  in  time  of  peace? 

Tell  the  class  about  the  battle  of  Balaklava  in  the 
Crimean  War.  Associate  the  poem  with  the  work  of 
Florence  Nightingale  and  her  corps  of  nurses  in  helping 
the  wounded  soldiers. 

For  Arbor  Day  read:  "The  Planting  of  the  Apple 
Tree,"  by  William  Cullen  Bryant. 


EIGHTH  YEAR:  CHOOSING  A  CALLING    249 


MAY:  SUCCESS 

Study  the  life  of  Henry  Fawcett,  the  postmaster 
general  of  England,  who  in  spite  of  his  blindness  ful- 
filled his  ambition.  Study  also  the  life  of  Helen  Kel- 
ler, and  show  how  she  has  turned  her  misfortunes  to 
glorious  uses  by  helping  the  blind. 

Questions :  Write  a  composition  on  the  subject :  Who 
do  you  think  is  the  most  truly  successful  man  in  your 
town? 

Who  is  the  happiest  person  you  know?  In  what 
ways  does  his  happiness  show?  What  qualities  make 
people  successful?  Is  there  any  misfortune  that  cannot 
be  turned  to  good  by  a  strong  person? 

Interesting  examples  of  misfortunes  turned  to  noble 
uses  can  be  found  in  Masters  of  Fate,  by  Sophie  Shaler. 

HENRY    FAWCETT,   THE   BLIND 
POSTMASTER   GENERAL  ^ 

BORN  IN  ENGLAND  AUGUST   26,  1833;   DIED 
NOVEMBER  6,  1884 

Henry  Fawcett  was  not  an  easy  boy  to  handle.  His 
first  teacher  said  she  never  had  so  troublesome  a  pupil. 
*'Mrs.  Harris  says  that  if  we  go  on  we  shall  kill  her," 
he  told  his  mother,  "and  we  do  go  on,  but  yet  she  does 
not  die!  "  He  loved  fishing  and  sport,  and  it  was  not 
until  he  was  about  fourteen  that  he  began  to  study 
hard.  He  saw  then  that  without  work  nothing  could  be 
accomplished.  He  edited  a  school  newspaper,  became 
interested   in  chemistry  and  mathematics,  and  even 

1  The  Life  of  Henry  Fatccett,  by  Leslie  Stephen,  should  be  consulted  for  fullef 
details. 


250  ETHICS  FOR  CHILDREN 

wrote  a  lecture  on  the  uses  of  steam.  His  father  was 
so  delighted  with  the  lecture  that  he  gave  Henry  a  gold 
sovereign.  When  the  boys  talked  about  what  they 
would  do  when  they  were  grown  up,  Henry  said  he 
would  be  a  Member  of  Parliament,  an  idea  that  his 
comrades  greeted  with  roars  of  laughter. 

In  the  autumn  of  1858,  when  he  was  twenty-five, 
Fawcett  went  out  shooting  with  his  father.  They  were 
crossing  a  turnip  field,  when  up  started  some  partridges, 
who  flew  by  into  a  field  where  the  men  had  no  right  to 
shoot.  Henry  resolved  that  this  should  not  happen 
again,  and  so  he  ran  forward  about  thirty  yards  to 
frighten  back  any  new  covey.  Soon  another  covey  rose, 
and  the  father,  who  was  near-sighted,  forgot  just  where 
his  son  was,  and  fired  at  the  birds.  Several  of  the  shots 
hit  Henry,  just  entering  his  chest  through  his  thick 
coat,  but  two  of  them  hit  his  spectacles,  making  a  clean 
hole  through  each  glass  and  penetrating  both  eyes.  He 
was  instantly  blinded  for  life.  Fawcett 's  first  thought 
was  that  he  should  never  again  see  the  wonderful  view 
of  river  and  hill  before  him.  He  kept  steady  all  the 
time  as  he  was  carried  home,  and  when  his  sister  opened 
the  door,  he  said  quietly:  "Maria,  will  you  read  the 
newspaper  to  me?"  He  knew  that  only  by  great  cheer- 
fulness could  he  help  his  broken-hearted  father  to  bear 
the  blow.  Henry  Fawcett  said  a  few  years  later  that 
in  ten  minutes  he  had  decided  that  he  would  do  just 
as  far  as  possible  what  he  had  done  before.  He  would 
keep  happy  and  glean  every  bit  of  enjoyment  there  was 
for  him.  He  took  for  his  motto  the  verse  from  Shake- 
speare's Henry  V  — 

There  is  some  soul  of  goodness  in  things  evil 
Would  men  observingly  distill  it  out. 

And  all  the  rest  of  his  life  he  drew  goodness  from  his 
misfortune  as  a  flower  draws  nourishment  from  the 
dark  soil. 


EIGHTH  YEAR:  CHOOSING  A  CALLING    251 

He  determined  not  to  evade  but  to  conquer  his  fate, 
to  keep  on  in  his  old  path  and  become  a  Member  of 
Parliament,  to  keep  up  all  the  athletics  possible  to  him 
—  rowing,  horseback  riding,  mountain  walks,  fishing 
and  skating  —  and  to  become  a  student  of  all  questions 
about  government  and  the  welfare  of  the  people.  He 
was  a  remarkable  skater,  and  he  had  such  strong  nerve 
that  even  the  first  time  that  he  skated  with  a  friend 
after  he  had  become  blind,  he  easily  led  in  the  race. 

Soon  after  his  accident  Fawcett  returned  to  the  Uni- 
versity at  Cambridge  to  study,  and  in  a  year  or  two  he 
wrote  a  book  on  Political  Economy,  so  clear  and  strong 
that  in  spite  of  his  blindness  he  was  elected  Professor 
of  Political  Economy  at  the  College.  Even  this  did  not 
satisfy  his  ambitions.  He  wanted  to  be  elected  into 
Parliament.  He  taught  himself  to  make  public  speeches, 
to  study  political  questions,  to  meet  many  people.  At 
last  he  was  nominated  for  office.  He  spoke  every  night; 
he  challenged  any  one  to  show  that  his  blindness  made 
him  incapable  of  the  best  work.  He  told  the  audience 
his  story. 

"You  do  not  know  me  now,"  he  said,  "but  you  shall 
know  me  in  the  course  of  a  few  moments." 

He  told  them  how  he  had  been  blinded  by  two  stray 
shots  from  a  companion's  gun,  and  how  the  lovely  land- 
scape had  been  instantly  blotted  out. 

"It  was  a  blow,"  he  said,  "but  I  made  up  my  mind 
to  face  the  difficulty,  and  you  must  treat  me  as  an 
equal." 

After  several  defeats,  Fawcett  won  an  election,  and 
at  the  age  of  thirty-two  he  became  a  Member  of  Parlia- 
ment. He  worked  for  the  preservation  of  the  forests, 
for  savings  banks,  for  education  for  every  one,  for  com- 
pulsory attendance  at  school,  and  year  by  year  he  won 
more  friends  to  his  cause. 

At  last,  in  1880,  he  was  asked  by  Gladstone  to  be 


252  ETHICS  FOR  CHILDREN 

postmaster  general.  That  England  has  an  excellent 
postal  system  carrying  not  only  letters  but  large  par- 
cels, and  that  telegrams  are  sent  so  cheaply  that  even 
poor  people  can  use  them  often,  —  these  benefits  are 
due  to  the  forethought  and  the  zeal  of  the  blind  post- 
master general. 

Even  when  he  was  busy  with  a  mass  of  correspond- 
ence he  never  neglected  to  write  once  a  week  to  his 
parents.  One  day  he  asked  his  sister:  "What  gives  my 
father  and  mother  most  pleasure?" 

"Your  letters,"  she  said.  From  that  time  on,  though 
overwhelmed  with  official  work,  he  wrote  twice  a  week 
instead  of  once. 

When  Fawcett  died,  Mr.  Gladstone  said  that  no 
public  man  of  the  day  was  more  loved  by  his  country- 
men. The  workingmen  especially  loved  him,  and  a 
group  of  them  asked  his  wife  if  she  would  not  let  all 
the  working  people  of  England  subscribe  a  penny  each, 
so  that  she  might  live  in  comfort  the  rest  of  her  life. 

Fawcett  was  a  master  of  his  fate.  He  himself  said: 
"The  chief  compensation,  the  silver  lining  to  the  dark 
cloud,  is  the  wonderful  and  inexhaustible  fund  of  human 
kindness  to  be  found  in  this  world,  and  the  appreciation 
which  blind  people  must  have  at  every  moment  of  their 
life  of  the  cordial  and  ready  willingness  with  which  the 
services  they  need  are  generously  offered  to  them." 

Read:  "The  Heritage,"  by  James  Russell  Lowell. 

Read  again:  "The Boy  who  Recommended  Himself" 
(page  81  of  this  book),  and  "A  Message  to  Garcia/* 
by  Elbert  Hubbard  (page  200). 

CHOOSING  A  VOCATION! 

Some  years  ago  a  boy  in  Boston  came  to  a  vocation 
bureau  and  said  that  he  wanted  to  be  a  doctor.  He  was 

>  See  Chooting  a  Vocation,  by  Frank  Parsons,  p.  114  (Houghton  Mifflin  Co.). 


EIGHTH  YEAR:  CHOOSING  A  CALLING      253 

nineteen,  sickly-looking,  thin  and  listless.  He  did  not 
smile  once  during  an  interview  of  more  than  an  hour, 
and  he  shook  hands  like  a  wet  stick.  He  said  nothing 
but  "  Yes,  sir,"  in  answer  to  questions.  He  had  not  done 
well  in  any  of  his  studies,  and  had  read  nothing  but 
newspapers.  He  was  rather  untidy,  and  he  had  found 
out  nothing  about  a  doctor's  life. 

The  counselor  at  the  Boston  Vocation  Bureau  said 
to  the  boy  who  wanted  to  be  a  doctor: 

"Suppose  two  men  are  trying  to  build  up  a  medical 
practice.  One  has  a  winning  smile,  a  cordial  way  of 
shaking  hands,  a  pleasant  voice,  and  engaging  manners. 
He  has  a  good  education  and  keeps  posted  on  the  pub- 
lic affairs  of  the  day,  so  that  he  can  talk  to  all  sorts  of 
people  about  them.  The  other  man  is  sickly-looking, 
with  poor  memory  and  little  education,  bad  manners, 
and  a  husky  voice.  Which  man  has  the  better  chance 
of  success?" 

"The  first,  of  course,"  said  the  boy.  And  as  he  went 
away  he  shook  hands  with  some  warmth,  thanked  the 
counselor  for  his  suggestions,  and  actually  smiled  for 
the  first  time. 

Questions :  What  would  you  advise  such  a  boy  to  do 
if  he  wanted  to  be  a  doctor?  What  are  the  qualities 
that  make  people  like  you  at  first  sight?  What  are  the 
qualities  that  make  people  keep  on  liking  you?  What 
qualities  did  Rowan  have? 

Learn  the  following  verses  by  Samuel  Longfellow:  * 

Go  forth  to  life,  oh!  child  of  Earth. 
Still  mindful  of  thy  heavenly  birth; 
Thou  art  not  here  for  ease  or  sin. 
But  manhood's  noble  crown  to  win. 

*  This  hymn  can  be  sung  to  the  tune  of  the  "Missionary  Chant"  by  Zenner. 


254  ETHICS  FOR  CHILDREN 

Though  passion's  fires  are  in  thy  soul. 
Thy  spirit  can  their  flames  control; 
Though  tempters  strong  beset  thy  way. 
Thy  spirit  is  more  strong  than  they. 

Go  on  from  innocence  of  youth 
To  manly  pureness,  manly  truth;; 
God's  angels  still  are  near  to  save. 
And  God  himself  doth  help  the  brave. 

Then  forth  to  life,  oh!  child  of  Earth, 
Be  worthy  of  thy  heavenly  birth. 
For  noble  service  thou  art  here; 
Thy  brothers  help,  thy  God  revere! 


INDEX 


INDEX 


Abbott,  Jacob,  4,  68,  81. 

Abraham  Davenport,  Whittier,  201. 

Abraham  and  Isaac,  98. 

Abraham  Lincoln,  the  Boy  and  the  Man, 

Morgan,  19. 
Acting  ethical  stories,  xxi._ 
Actions  and  Reactions,  Kipling,  169. 
Adam  and  Eve,  74. 
Adrift  on  an  Icepan,  Grenfell,  09> 
iEsop,  26,  28,  34,  67,  71. 
Agassiz,  Louis,  226. 
Aldrich,  Thomas  Bailey,  214. 
Alexander,  Georgia,  26,  53,  63. 
Allen,  Annie  Winsor,  xv. 
AUingham,  William,  113. 
Allison,  Joy,  55. 
All  Things  Bright  and  Beautiful.  Keble, 

13. 
Ambition,  78,  81. 
America.   (See  Patriotism.) 
America,  the  Beautiful,  Bates,  219. 
American   Book  of  Golden  Deeds.  An, 

Baldwin,  XX,  77,  103, 106, 122, 130, 135. 
American   Hero   Stories,   Tappan,    183, 

195,  198,  202,  214. 
American  in  Europe,  An,  van  Djvke,  122. 
Ancient  Mariner,  Rime  of  the,  Coleridge, 

168. 
Andersen,  Hans  Christian,  34,  59. 
Andrews,  Mary  Raymond  Shipman,  130. 
Ant  and  the  Grasshopper,  The,  34, 67. 
Apocrypha,  The,  152. 
Arbor  Day,  144,  248. 
Armstrong,  General  Samuel,  145. 
Aspects   of   Child-Life  and   Education, 

Tyler,  xv. 
Aspinwall,  Alicia,  11. 
Awakening,  The,  Margaret  Gatty,  56. 

Baby,  George  MacDonald,  33. 
BaMwin,  James,  xx,  45,  77,  103,  106,  112, 

113,  119,  122,  130,  135. 
Banyan  Deer,  The,  110. 
Barbara  Frietchie,  Whittier,  122. 
Barton,  Clara,  110,  122. 
Bates,  Katharine  Lee,  219. 
Battle  of  Lexington,  214. 
Bayard,  Dutton,  120. 
Beast  and  the  Jungle,  The,  Lindsay,  246. 
Bee,  The  Life  of  the,  Maeterlinck,  71. 
Beecher,  Henry  Ward,  214. 
Bell  of  Atri,  The,  Longfellow,  54. 
Bennett,  Henry  H.,  121. 
Bible  stories,  xviii,  9,  13,  81,  42,  49,  71, 

74,  92,  98, 103. 110,  125, 146,  148, 173, 

229. 
Bishop,  The  Good,  Huffo,  107. 
Bixby,  Mrs.,  Lincoln's  letter  to,  122. 


Blessed  be  Drudgery,  Gannett,  165. 
Blue  and  the  Gray,  The,  Finch,  217. 
Body  and  mind,  62. 
Book  of  Saints  and  Friendly  Beasts,  Thev 

Brown,  36. 
Boy  who  Recommended  Himself,  The, 

81,252. 
Boyville,  Gunckel,  xvi. 
Bridgman,  Laura,  150. 
Broken  Flower-Pot,  The,  Bulwer-Lytton, 

86. 
Brooks,  Phillips,  42. 
Brown,  Abbie  Farwell,  36. 
Brown  Thrush,  The,  Larcom,  58. 
Browning,  Robert,  147. 
Brownlee,  Jane,  61,  183. 
Bruce,  Robert,  xxi,  34. 
Bryant,  Sara  Cone,  xx,  4,  5,  21,  30,  64, 

73  94  214. 
Bryant,  William  Cullen,  195,  208,  248. 
Building  of  the  Ark,  The,  71. 
Building  of  the  Ship,  The,  Longfellow, 

209. 
Bulwer-Lytton,  86. 
Bunker  Hill,  Calvert,  147. 
Bunker  Hill  Oration,  The,  Webster,  22a 
Bunyan,  John,  113. 
Burns,  Robert,  34. 
Burt,  Mary  E.,  xx. 

Calling,  choosing  a,  221. 

Captain's  Daughter,  The,  Fields,  99. 

Carlyle,  Thomas,  73,  226. 

Gary,  Alice,  xxi,  7,  36,  45,  63,  80,  84,117. 

Gary,  Phoebe,  23,  68,  77,  80.  84. 

Caxtons,  The,  Bulwer-Lytton,  86. 

Character  of  a  Happy  Life,  The,  Wotton, 

194. 
Charge  of  the  Light  Brigade,  The,  Tenny- 

son,  xxi,  248. 
Child,  Lydia  Maria.  38. 
Child -Life  and    Education,  Aspects  of. 

Hall,  XV. 
Child's  Garden  of  Verses,  A,  Stevenson, 

4. 
Child's  Prayer,  A.  Luther,  74. 
Child-Training,  A  System  of,  Brownlee, 

61,  183. 
Choice  of  Hercules,  The,  Xenophon,  92. 
Choosing  a  Vocation,  Parsons,  226,  252. 
Christian's  Fight  with  Apollyon,  Bunyan, 

113. 
Christmas,  13,  42,  99,  126. 
Cinderella,  4. 
Citizenship,  Good,  Richman  and  Wal* 

lach,  183.  216,  217. 
Civic  training.  128-130,  183. 
Cleanliness,  14,  18,  81. 


258 


INDEX 


Climbing  Alone,  Gatty,  81. 

Cloud,  The,  Bryant,  5. 

Clough,  Arthur  H.,  188. 

Coals  of  Fire,  Moulton,  174, 

Coe,  Fanny  E.,  4,  30,  67. 

Coleridge,  Samuel  T.,  166,  168. 

Columbus,  Lowell,  188. 

Columbus,  Miller,  188. 

Colvin,  Sidney,  162. 

Common  Toad,  The.  Hodge.  38. 

Compassion,  110. 

Concord  Hymn,  Emerson,  113. 

Confucius,  150. 

Conscience,  209. 

Control  of  Body  and  Mind,  Jewett,  xx. 

Courage,  27.  77,  98,  103.  170.  186,  199. 

Courtesy,  11.  28.  150. 

Cowdery.  M.  F.,  43. 

Cradle  Hymn,  Watts,  42. 

Craik,  Dinah  Mulock,  147. 

Crito,  Plato,  176. 

Crow  and  the  Pitcher,  The,  Coe,  67. 

Curtis,  George  William,  214. 

Gushing,  Frank  H.,  34. 

Daffy-Down-Dilly,  Warner,  27. 

Dama,  The  Story  of,  59. 

Damon  and  Pythias,  119,  149. 

Daniel,  125. 

Darwin,  Charles,  154,  226. 

Daudet,  AlphoDse,  214. 

David  and  the  draught  of  water,  146. 

David  and  Goliath,  92. 

David  and  Jonathan,  148,  140. 

Davy,  Sir  Humphry,  222. 

Dawning  Day,  A,  Carlyle,  73. 

Days,  Emerson,  235. 

Day's  Work,  The,  Kipling,  185. 

Decoration  Day,  145. 

Deeds  of  Kindness,  Sargent,  60. 

Deer,  The  Banyan,  110. 

Defoe,  Daniel,  184. 

Democracy,  the  conception  of,  182. 

Dependence  on  one  another,  our,   182, 

184,  196. 
Devotion,  51,  131,  145,  166.  226.  230. 
Dewey,  Julia  M.,  25,  45,  53. 
Difficulties,  how  to  overcome.  63. 
Discipline,  198,  200,  246. 
Discontented    Pendulum,   The,   Taylor, 

75. 
Dix,  Dorothea,  122. 
Don't  Give  Up,  Gary,  80. 
Doyle,  Sir  F.  H.,  246. 
Drudgery,  229. 

Dutton,  Maude  Barrows,  103,  120. 
Duty  of  service,  the,  177. 

Earth's  Many  Voices,  Gatty,  66. 
Easter,  a  story  for,  56. 
Education  in  Playgrounds,  Lee,  xvi. 
Edward,  the  Black  Prince,  Tappan,  106. 
Elementary  Moral  Lessons  for  Schools 

and  Families,  Cowdery.  43. 
Elves  and  the  Shoemaker,  The,  Grimm,  4. 


Emerson,  Ralph   Waldo,  91,   113,   U^ 

181,207,  235. 
Emperor's  Bird's-Nest,  The,  Longfellow, 

34. 
Enterprise  and  Courage,  Hyde,  209. 
Epaminondas  and  his  Auntie,  The  Story 

of,  Bryant,  xix,  64. 
Ethical  lessons,  the  goal  of,  xxiv;  length 

and  frequency  of,  xxiv. 
Ethical  teaching,  the  right  attitude  in, 

xiv;  material  for,  xviii;  methods  of,  xx. 
Ethics,  Every  Day,  Cabot,  224. 
Ethics :   Stories  for  Home   and   School, 

Dewey,  25,  45,  53. 
European  Hero  Stories,  Tappan,  106. 
Evil  Allures,  but  Good  Endures,  Tolatoi, 

170. 
Ewing,  Juliana  Horatia.  147. 
Excelsior,  Longfellow,  119, 
Excuses,  Making,  140. 

Fables,  xxi. 

Fair-mindedness,  justice  and,  205. 

Fairness  in  games,  7. 

Faithfulness,  84,  89,  94.  132,  148.  (Set 
also  Loyalty.) 

Family  ties,  33,  48. 

Fawcett,  Henry,  xix,  249. 

Fellow-Laborers,  Williams,  90. 

Fidelity.  Wordsworth,  97. 

Field-Mouse,  To  a.  Burns.  34. 

Fields,  James  T.,  99. 

Fifty  Famous  Stories  Retold,  Baldwin, 
45,  77.  112,  113,  119. 

Fighting  a  Fire,  Hill,  185. 

Finch,  Francis  M..  217. 

Fires.  Gulick,  217. 

First  Book  of  Religion.  The,  Lane,  18, 
45,  110,  120,  126. 

First  Book  of  Stories  for  the  Story- 
Teller,  The,  Coe,  4,  30,  67. 

First  Day  of  the  Revolution.  The.  Tap- 
pan,  214. 

Five  Peas  in  a  Pod,  Andersen,  69. 

Flag  Goes  By,  The,  Bennett,  xxii,  121. 

Flag,  The  Meaning  of  Our,  Beecher,  214. 

Flower-Pot,  The  Broken,  Bulwer-Lytton, 
86. 

Foelker,  The  Patriotism  of  Senator,  ziz, 
209. 

Forbearance,  Emerson,  169. 

Forbes,  Archibald,  189. 

Forgiveness,  105,  107,  173,  174. 

Forgotten  "Tales  of  Long  Ago,  Lucas,  IDS. 

Four-footed  Gentleman,  A,  Molesworth, 
28. 

Franklin,  Benjamin,  235,  241. 

Freedom,  Lowell,  113. 

Freedom  and  obedience,  197. 

Friend  worth  Loving,  If  you  have  a,  166. 

Friendship,  119,  148-150,  165,  177-180. 

Friendship,  Emerson,  181. 

Frog-King,  The,  Grimm,  26. 

Gannett,  William  C.  166. 

Garm  —  A  Hostage,  Kipling,  169. 


INDEX 


259 


Gstty,  Margaret,  12,  66,  81. 
Generosity,  4,  6,  7,  39,  42,  154. 
Gentleman,  A  Four-footed,  Molesworth, 

28. 
George,  William  R.,  xvi,  122. 
Gettysburg  Speech,  The,  Lincoln,  207. 
Gifts,  11. 

God  make  my  Life  a  Little  Light,  74. 
Gold  in  the  Orchard,  The,  Bryant,  73. 
Golden  deeds,  91. 
Golden  Rule,  The,  62,  53. 
Golden  Windows,  The,  Richards,  64,  62. 
Good  actions  mend  bad,  87. 
Good  Bishop,  The,  Hugo,  107. 
Good    Citizenship,   Richman   and   Wal- 

lach,  183,  216,  217. 
Gordon,  General  Charles  G.,  zix,  180- 

194   195. 
Grant,  Ulysses  S.,  Wister,  222. 
Gratitude,  9,  11,  43. 
G  reat  Feast,  The,  Richards,  30. 
Grenfell,  Dr.  Wilfred,  98,  99. 
Grimm,  4,  25,  89. 
Growth  and  Education,  Tyler,  zv. 
Guinevere,  Tennyson,  138. 
Gulick,  Luther  H..  127,  183,  217. 
Gunckel,  Judge  John  E.,  xvi. 

Hake,  A.  E.,  189. 

Hale.  Edward  Everett,  xxii,  184. 

Hall,  G.  Stanley,  xv. 

Hans  the  Shepherd  Boy,  84. 

Harris,  George,  196. 

Harte,  Francis  Bret,  131. 

Hay,  John,  216. 

He  knew  Lincoln,  Tarbell,  130. 

Helpfulness,  1,  2,  27,  28. 

Hemans,  Felicia,  197. 

Henry  V,  Shakespeare,  209,  222. 

Herbert,  George,  139. 

Hercules,  The  Choice  of,  Xenophon,  92. 

Heritage,  The,  Lowell,  252. 

Hero  of  the  Furnace  Room,  The,  Hyde, 

214. 
Heroism,  103.  (See  also  Courage.) 
He  that  is  Faithful,  132. 
Hill,  Charles  T.,  185. 
Hill,  George  Birbeck,  189. 
Hill,  Mabel,  217. 
Hill,  The,  Richards,  xxi,  62. 
Hodge,  Clifton,  38. 
Holmes,  Oliver  W.,  113. 
Holy  Grail,  The  Legend  of  the.  Abbey, 

136. 
Home  Life,  81. 

Home,  School,  and  Vacation,  Allen,  zv. 
Honest  Bootblack,  The,  89. 
Honest  Farmer,  The,  64. 
Honesty,  54,  78,  126.  189. 
Honor,  135,  149.    fSee  also  Loyalty.) 
How  Doth  the  Little  Busy  Bee,  Watts, 

71. 
How  the  Camel  Got  his  Hump,  Kipling, 

65. 
How  to  Tell  Stories  to  Children,  Bryant, 

zz,  21,  04,  214. 


Howe,  Dr.  Samuel  G.,  160. 

Hubbard,  Elbert,  200,  252. 

Hugo,  Victor,  107,  236. 

Humor,  xix. 

Hunt,  Leigh,  149. 

Hyde,  William  DeWitt,  zx,  147, 183,  214. 

If  You  Have  a  Friend  Worth  Loving,  165. 

Imagination,  31,  162. 

In  the  Tunnel,  Harte,  131. 

Incident  of  the  French  Camp,  An, 
Browning,  147. 

Interests,  221,  224,  229;  a  child's  strong- 
est, xiv;  choice  of,  224 ;  classification 
of,  224,  225. 

Jackanapes,  Ewing,  147. 

Jack  o'  Lantern,  The,  Abbott,  68. 

Ja£far,  Leigh  Hunt,  149. 

Jataka  Tales,  xviii,  68,  71,  110,  163. 

Jewett,  Frances  Gulick,  zx. 

Jim  Bludso,  Hay,  215. 

Joan  of  Arc,  xix,  136. 

John  Burns  of  Gettysburg,  Harte,  147. 

Johnston,  James,  90. 

Joseph,  The  Story  of,  48-50. 

Junior  Citizens,  Hill,  217. 

Junior  Republic,  The,  George,  zvi,  122. 

Justice,  205. 

Just-So  Stories,  Kipling,  66. 

Keble,  John,  13. 

Keep  a  Stiff  Upper  Lip,  Cary,  77. 

Keeping  your  promise,  21. 

Keller,  Helen,  114,  115,  249. 

Kelly,  Dr.  Howard  A.,  226. 

Kieffer,  Harry  M.,  248. 

Kindness,  13,  25,  31,  63,  69,  252.    (Se« 

also  Devotion.) 
Kindness  to  animals,  34,  62. 
King  of  the  Golden  River,  The,  Raskin, 

147. 
Kingsley,  Charles,  14. 
Kipling,  Rudyard.  55,  120,  163,  185,  195. 
Krummacher,  Frederick,  53. 

Labor,  respect  for,  61,  63,  68,  80,  123, 

183,  196,  226. 
Labor,  Songs  of,  Whittier,  195. 
Lamb,  Charles,  59,  165,  166-168. 
Lamb,  Mary,  165,  167. 
Lamb,  The,  Blake.  42. 
Lame  Boy,  The,  Lane,  19. 
Lame  Man  and   the  Blind  Man,  The, 

iEsop,  26. 
Lane,  Mrs.  Charles  A.,  10,  45,  110,  120. 

126. 
Larcom,  Lucy,  68,  144. 
Last  Lesson,  The,  Daudet,  214. 
Laws,  the  value  of,  188. 
Lazear,  Dr.,  227. 
Lee,  Joseph,  zvi. 
,  Lesson  for  Kings,  A,  163. 
Lesson  of  Mercy,  A,  Alice  Gary,  zxi,  SO. 
'Lesson  of  the  Looking-glass,  The,  44. 


260 


INDEX 


Letter  to  his  little  son,  Martin  Luther,  60. 
Letters  of  a  Self-made  Merchant  to  His 

Son,  Lorimer,  246. 
Letters  of  Stevenson,  Colvin,  162. 
Lexington,  Holmes,  113. 
Life  of  the  Bee,  The,  Maeterlinck,  71. 
Light  of  Life,  The,  Gatty,  12. 
Light  of  loving-kindness,  the,  13. 
Lincoln,  Abraham,  xxv,  19,  52,  106,  122, 

195,  205,  208,  234. 
Lincoln,  He  Knew,  Tarbell,  130. 
Lindsay,  Judge  Ben,  246. 
Lion  and  the  Mouse,  The,  iEsop,  28. 
Little  Brother  to  the  Birds,  A,  Wheldon, 

36. 
Little  Flowers  of  St.  Francis,  The,  36. 
Little  Hero  of  Haarlem,  The,  Bryant,  94. 
Little  Lame  Prince,  The,  Craik,  147. 
Little  Loaf,  The,  43. 
Little  Persian,  The,  Lane,  120. 
Little  Scotch  Granite,  139. 
Little  Stories  of  France,  Dutton,  120. 
Little  Things,  Brewer,  20. 
Little  Town  of  Bethlehem,  Brooks,  42. 
Longfellow,  Henry  "Wadsworth,  xxi,  34, 

54,  119,  163,  198,  209,  214,  232,  241. 
Longfellow,  Samuel,  253. 
Lonsdale,  Margaret,  242. 
Lorimer,  George  Horace,  246. 
Loving-kindness,  13,  156. 
Lowell,  James  Russell,  74,  107,  113,  130, 

188,  252. 
Loyalty,  84,  118-147,  149,  214. 
Lucas,  Edgar,  103. 
Luther,  Martin,  60,  74. 

MacDonald,  George,  33. 
Mackay,  Charles,  116. 
Madison,  Dolly,  Tappan,  202. 
Maeterlinck,  Maurice,  71. 
Magic  Mask,  The,  Lane,  45. 
Maiden  and  the  Bird,  The,  Child,  38. 
Making  Excuses,  Edgeworth,  140. 
Man  Without  a  Country,  The,  Hale,  xzii, 

184. 
Margaret  of  New  Orleans,  Bryant,  xxi, 

39. 
Masters  of  Fate,  Shaler,  249. 
McKinley,  William,  234. 
Meaning  of  Our  Flag,  The,  Beecher,  214. 
Memorabilia,  Xenophon,  02. 
Memorial  Day,  217. 
Memory,  195,  197. 
Message  to  Garcia,  A,  Hubbard,  zzi,  200, 

252. 
Metcalf,  Joel  H.,  92,  107,  152.  163. 
Milan  Bird-Cages,  The.  Preston,  110. 
Miles  Standish,  Tappan,  198. 
Miller,  Joaquin,  188. 
Miserables,  Les,  Hugo,  107. 
Misfortune  turned  to  good,  249. 
Molesworth,  Mary  Louisa,  28. 
Monvel,  Boutet  de,  xix,  136,  138. 
Moores,  Charles  W.,  19. 
More,  Paul  Elmer,  176. 
Morgan,  James,  19. 


Moses,  The  Story  of  the  Finding  of,  81. 
Motive-power,  xvii. 
Moulton,  Louise  Chandler,  174. 
Multitude  of  Helpers,  Our,  Harris,  106. 

Neighbor  Mine,  129. 
Nellie  was  Carl's  Sister,  Dewey,  45. 
Nightingale,  Florence,  xix,  229,  230, 248. 
Nobility,  Alice  Cary,  117. 

Obedience,  21,  81,  84.  197,  248. 

Ode  to  a  Water-fowl,  Bryant,  195. 

Old,  Kindness  to  the,  59,  60. 

Old  Maxims,  Alice  Cary,  84. 

On  Holy  Ground,  Worcester,  110. 

Opening  Battle  of  the  Revolution,  The, 

Curtis,  214. 
Opportunity,  Sill,  241. 
Order,  3,  198,  200. 
O'Reilly,  John  Boyle.  135. 
Othello,  Shakespeare,  229. 
Other  Wise  Man,  The  Story  of  the,  van 

Dyke,  234. 
Our  Multitude  of  Helpers,  Harris,  196. 
Overland  Mail,  The,  Kipling,  120. 

Parables  from  Nature,  G»tty,  12. 

Parsons,  Frank,  226. 

Past  and  Present,  CarlyU,  226. 

Pasteur,  Louis,  xix,  123. 

Patriotism,  112,  121,  182-220. 

Patriotism  of  Senator  Foelker,  The,  xix, 

209. 
Paul  Revere 's  Ride,  Longfellow,  214, 
Peace,  42. 

Penn,  William,  Tappan,  197. 
Perfect  Tribute,  The,  Andrews,  130. 
Perseverance.  68,  78,  114,  188.  239. 
Persian,  and  His  Three  Sons,  The,  126. 
Pet  Lamb,  The,  Wordsworth;  34. 
Phtedo,  Plato,  177. 
Pharisee  and  the  Publican,  The,  229. 
Pig  and  the  Hen,  The,  Alice  Cary,  7,  45. 
Fig  Brother,  The,  Richards,  xx,  14,  30, 

41,  64. 
Pilgrim  Fathers,  The,  Hemans,  197. 
Pilgrim's  Progress,  The,  Bunyan,  113. 
Pinks,  The,  Krummacher,  63. 
Plant  a  Tree,  Larcom,  144. 
Planting  of  the  Apple-tree,  The  Bryant, 

248. 
Plato,  176,  177. 

Playgrounds,  Education  in,  Lee,  xvi. 
Please,  Aspinwall,  11. 
Poems  Every  Child  Should  Know.  Burt, 

XX. 

Politeness.  (See  Courtesy.) 

Poor  Richard's  Almanac,  Frankliiv,  23& 

Poor  Turkey-Girl,  The,  Gushing,  34. 

Power,  62. 

Prejudice,  207. 

Prodigal  Son,  The,  173. 

Promise,  keeping  your,  21. 

Punctuality,  4. 

Punishments  in  Camp,  Kie£fer,  24fr 

Purity,  136,  138. 


INDEX 


261 


Quails,  The,  71. 

Qualities  that  attract  success,  253. 

Quarreling,  7,  9. 

Queen  Bee,  The,  Grimm,  25. 

Questions,  the  value  of,  xxi. 

Questions,  Three,  Toistoi,  235. 

Raggylug,  Bryant,  21. 

Rebecca's  After-thought,  Turner,  78. 

Recessional,  The,  Kipling,  195. 

Red  Cross,  The,  Baldwin,  122. 

Reformation  of  character,  107. 

Regulus,  The  Story  of,  Baldwin,  119. 

Religion,  The  First  Book  of.  Lane,  19, 

45,  110,  120,  126. 
Republic,  The  Wreck  of  the  Steamship, 

xix,  198. 
Resolutions,  New  Year's,  197,  235. 
Respect,  169. 
Respect  for  the  aged,  60. 
Responsibility,  taking,  209,  241. 
Reverence,  169. 

Revolution,  The  First  Day  of  the.  Tap- 
pan,  214. 
Revolution,  The  Opening  Battle  of  the, 

Curtis,  214. 
Richards,  Laura  E.,  xx,  xxi,  14,  SO,  41, 

54,  62,  64,  232. 
Richman  and  Wallach.  183,  216,  217. 
Ride  of  Collins  Graves,  The,  O'Reilly, 

135. 
Righteousness,  163. 
Ring  out.  Wild  Bells,  Tennyson,  161. 
Risks  of  a  Fireman's  Life,  The,  Hill,  185. 
Robinson  Crusoe,  Defoe,  184. 
Rollo  at  School,  Abbott,  4. 
Rollo  at  Work,  Abbott,  81. 
Roosevelt,  Theodore,  173,  191. 
Ropewalk,  The,  Longfellow,  163. 
Rules  of  Conduct,  Franklin,  235. 
Rules  of  Conduct,  George  Washington, 

208,  209. 
Ruskin,  John,  147. 

Sacrifice,  229. 

Sailor  Man,  The,  Richards,  64. 

Saint  Christopher,  The  Legend  of.  Scud- 

der,  xix,  100. 
St.  Clair,  General,  173. 
Saint  Francis  of  Assisi,  xix,  35. 
Saint  Francis,  Little  Flowers  of,  36. 
Saint  Paul,  146,  222. 
Samuel  in  the  Temple,  9. 
Sandy  Road,  The,  68. 
Sanitary  Commission,  The,  Baldwin,  122. 
Santa  Filomena,  Longfellow,  xxi,  232. 
Sargent,  Epes,  60. 
Say  Not,  The  Struggle  Nought  Availeth, 

Clough,  188. 
Schauffler,  Robert  H.,  60. 
School,  going  to,  2;  importance  of,  1. 
School  Management  and  Moral  Training, 

White,  25,  50,  60,  89. 
School  Speaker  and  Reader,  Hyde,  zx, 

147.  183,  209,  214. 
Scboolhouse,  equipment  of  the,  3. 


Scudder,  Horace  E.,  100. 

Self-control,  74,  170,  199,  200. 

Self-reliance,  200. 

Self-sacrifice,  110. 

Service,  the  duty  of,  177,  183,  198. 

Shakespeare,  168,  209,  229. 

Shaler,  Sophie,  249. 

Ship  that  Found  Herself,  The,  £iplin» 

185. 
Sidney,  Sir  Philip,  Baldwin,  45. 
Sill,  Edmund  Rowland,  234.  241. 
Sir  Galahad,  xix,  135,  136. 
Sister  Dora,  Lonsdale,  242. 
Snow- White  and  Rose-Red,  Grimm,  iS, 
Socrates,  xix,  176. 
Soldier's  Pardon,  A,  105. 
Somebody,  44. 
Somebody's  Mother,  50. 
Song  of  Life,  Mackay,  116. 
Songs  of  Labor,  Whittier,  195. 
Sonnet,  Shakespeare,  168. 
Spark  Neglected   Burns  the  House,  A, 

Tolstoi,  176. 
Spartan  Respect  for  the  Aged,  White,  60l 
Speech,  150,  151. 
Spring,  56. 

Squirrel's  Devotion,  The,  51. 
Standish,  Miles,  Tappan,  198. 
Steffens,  Lincoln,  246. 
Stephenson,  George,  239. 
Stevenson,  Robert  Louis,  4,  162;  Letters 

of,  Colvin,  162. 
Stories  to  Tell  to  Children,  Bryant,  4,  39, 

64,  73. 
Story  of  my  Life,  The.  Helen  Keller.  114. 
Street-cleaning,  129. 
Success,  225,  249. 
Sumner,  Charles,  122. 
Sun  and  the  Wind,  The,  30. 
Suppose,  Alice  Cary,  80. 
Sympathy,  162.    (See  also  Kindness.) 
System  of  Child-Training,  Brownlee,  61, 

183. 

Tales  from  Shakespeare,  Lamb,  168. 
Tappan,  Eva  March,  106,  183,  195,  198, 

202,  214. 
Tarbell,  Ida  M.,  19. 
Taylor,  Jane,  75. 
Taylor,  Tom,  205,  207. 
Teasing.  30. 

Tell,  William,  Baldwin,  112. 
Temptation,     stories     illustrating     the 

overcoming   of,  75,  81,  92,  139,  170, 

174. 
Ten  Commandments,  The,  188. 
Tennyson,    Alfred,    xxi,    136,   138,   161. 

248. 
Thanksgiving,  11,  71,  98. 
They  Did  n't  Think,  Phoebe  Cary,  23. 
Thoroughness,  226. 
Three  Bells  of  Glasgow,  The,  Whittle^ 

105. 
Three  Cakes,  The.  Lucas,  103. 
Three  Questions,  Tolstoi,  235. 
Thrush.  The  Brown,  Larcom.  58. 


262 


INDEX 


Time,  the  use  of,  234-2S8. 
To  a  Field  Mouse,  Burns,  34. 
Toad,  The  Common,  Hodge,  38. 
Tolstoi,  Leo,  xxi,  126.  156,  170,  176,  235. 
Tom,    the     Chimney    Sweep,     Charles 

Kingsley,  14. 
Tortoise  and  the  Geese,  The,  Dutton, 

103. 
Tortoise  and  the  Hare,  The,  iEsop,  4. 
Town  and  City,  Gulick,  127,  183,  217. 
Truth,  78,  139,  140,  150,  152. 
Turkey-Girl,  The  Poor,  Gushing.  34. 
Turner,  Eliza,  78. 
Two  Travelers,  The,  Fables  of  Bidpai, 

103. 
Tyler,  John,  xv. 

Ugly  Duckling,  The,  Andersen,  84. 

Upbuilders,  The,  Steffens,  246. 

Up  from  Slavery,  Booker  T.  Washington, 

78,  80. 
Usefulness,  19. 

Vallery  Radot,  Ren«,  123. 

Van  Dyke,  Henry,  122,  234. 

Virtues  that  children  honor,  xxii. 

Vision  of  Sir  Launfal,  130. 

Vocation,  Choosing  a.  Parsons,  226,  252. 

Voluntaries,  Emerson,  91. 

Waiting   for    Something    to    Turn    Up, 

Phoebe  Cary,  68. 
Walter  Reed  and  Yellow  Fever,  Kelly, 

226. 
Waring,  George,  xix,  127,  128. 
Warner,  Anna  B.,  27. 
Washington,  Booker  T.,  xxi,  78,  80. 
Washington,  George,  173,  208,  241. 
Watt,  James,  63. 
Watts,  Isaac.  11,  42.  71. 


Wayside  Flowers,  Allingham,  IIS. 

Webster,  Daniel,  220. 

What  Men  Live  By,  Tolstoi,  xxi,  128. 

Wheat  Field,  The,  Richards,  41. 

Wheldon,  Francis  W.,  36. 

Where  Love  Is,  God  Is,  Tolstoi,  xxi,  ISft, 

Which  Loved  Best,  Allison,  55. 

White.  Emerson  E.,  25,  50,  60,  89,  139. 

Whittier,  John  Greenleaf,  38,  105,  122, 

195,  201. 
Who  Stole  the  Bird's  Nest,  Child,  38. 
Williams,  Theodore  C,  90. 
Wilson,  Andrew,  189,  190. 
Winkelried,  Arnold  von,  Baldwin,  113, 

214. 
Winning  of  the  West,  The,  Roosevelt, 

173. 
Winter  at  Valley  Forge,  A,  Tappan,  195. 
Winthrop,  John,  98. 
Wits,  using  your,  67. 
Worcester,  William  L.,  110. 
Wordsworth,  William,  34,  97. 
Work,  61,  63,  122,  128. 
Working  together,  71. 
World  I  Live  in.  The,  Helen  Keller,  114. 
World  Stories,  Metcalf,  xx,  92.  107,  152, 

163. 
Wotton,  Sir  Henry,  194. 
Wreck  of  the  S.  S.  Republic,  The,  xix, 

198. 
Wright,  Orville  and  Wilbur,  125. 
Wrong-doing,  causes  of,  xvi. 

Xenophon,  92. 

Yellow  Fever,  The  Crusade  against,  iXtf 

228. 
Yussouf,  Lowell,  107. 

Zuai  Folk-Tales,  Gushing,  M 


40696     8-25     2M 


M^tAfTpr-^ 


IBMliff.Sl'ifS.'?^*'-  I-IBRARY  FACILITY 


A     000  887  075     o 


